Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University, West Lafayette; James Lehman, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

understandingof what design entails and how to translate this propositional knowledge into practice. As aresult, students in the teachers’ classrooms learned how to engage in engineering practices,gradually developing knowledge of how to identify essential features of a design problem, gatherinformation that informs the problem, plan, construct, test, evaluate, and optimize a designsolution. In this manner, teachers and students, over time, became active, legitimate participantsof the community of practice, generating new knowledge of both science and engineering coreideas, crosscutting concepts, and related skills.Context of the StudyThe context of this study was a large, multi-year university school partnership that included theparticipation of over

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Muhsin Menekse, Purdue University, West Lafayette; Ibrahim H. Yeter, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

thinking. Theexhibit has three stations of unplugged (non-technology based) and plugged (technology-based)activities: (1) Play Structure (Figure 17), (2) Plan It!/Test It! (Figure 18) and (3) Computer-basedcoding game (Figure 19). In all of the activities, children have to help a robot find the quickestroute to deliver medicine to three animals. At one station, children pretend to be the robot anddeliver medicine themselves, whereas at the other stations, they provide instructions (i.e., code)to the robot to deliver medicine. The exhibit is designed to mainly promote CT as a problem-solving process, and emphasizes three CT competencies: Problem Decomposition, Algorithmsand Procedures and Debugging/Troubleshooting. However, our research findings

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

Tagged Divisions

Pre-College Engineering Education

national PreK-12 science curriculum. Career and TechnicalEducation (CTE) programs often collaborate with community colleges to offer dual credit engineeringcourses. Additionally, some universities offer for-credit, engineering summer school courses to highschool students. Two Advanced Placement (AP) computer science courses are currently taught in highschools and plans are underway for an AP engineering course. As these dual credit programs develop, itis important to understand how they prepare the pathway to an undergraduate engineering major,particularly if they are designed to replace the on campus introduction to engineering course. Universityengineering first-year programs are critical to the retention and success of engineering students in

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

engineering design principles,IoT technologies, computer-aided design tools, and additive manufacturing processes. The teachersalso received training on how to develop lesson plans that incorporate the engineering content intothe existing school curricula.The research questions in this study were 1) to what extent did the teachers’ participation in the PDworkshops affect their perceptions of engineering and their familiarity with teaching DET; and 2)What are the relations among teachers’ perceptions of engineering, familiarities with teaching theDET, and their students’ attitudes towards the STEM fields? The design of the study was a pre-and post-test survey. A DET survey was administered to the participating teachers before and afterthe PD workshop

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

change following participation in an integrated learningexperience?Below we describe the intervention, the integrated math, science, and engineering unit, followedby discussing our research methods. Finally, we conclude by examining our findings within thecontext of the literature.Integrated Math, Science, and Engineering UnitThe engineering design process anchored mathematics and science learning throughout ourintegrated unit. Students engaged in lessons to explore science, engineering, and mathematicsinterconnections and designed solutions for a water quality problem. Table 1 provides anoverview of the key topics addressed in the unit. Appendix A displays a lesson plan used to teacha key topic, conservation of mass and operations and algebraic

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Davide Guzzetti, Auburn University

Tagged Divisions

Pre-College Engineering Education

your hand, near your wrist. Watch likely to meet the criteria and Stretch out your arm with your palm as the water droplet rolls off of your constraints of the problem. down and try to balance a pencil on hand, paying attention to which 3-5-ETS1-3. Plan and carry out fair the back of your hand. Which way direction it travels. As you repeat tests in which variables are controlled does the pencil fall? Repeat the

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 N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

practice within engineeringeducation coursework. Activities were related to two 25-minute, video-recorded and transcribeddiscussions facilitated by two veteran teachers. These discussions were facilitated after studentstested their initial designs and before they formally planned their second designs. These post-testing discussions were products of a prior study in which each teacher facilitated a small groupdiscussion with five student avatars to support the students in working collaboratively to critiqueand revise each team’s initial ideas about design performance and improvement.We focus on three features of these discussions, i.e., how teachers encourage students to: (1)engage with other teams about their designs, (2) talk about constraints

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

Engineering Education division. She is also a Fellow of ASEE. American c Society for Engineering Education, 2021 Elementary Students Learn How to Engineer Online (RTP)AbstractThe educational disruptions caused by COVID-19 in the spring of 2020 were vast. Schoolsutilized a variety of instructional methods from paper packets to varying amounts of onlinesynchronous and asynchronous instruction. One Nashville independent elementary schoolprovided lesson plans each day for students to complete, with the assistance of their parents,largely asynchronously. To combat the difficulties encountered by families with two workingparents and children frustrated

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., Cheryl Carrico Consulting, LLC; Karen J. Gilbert, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

support, internships, student academic centers, and transfer students. Karen was the inaugural Coordinator of the Transfer Student living learning community created to support new transfer students, as part of this graduate assistant role. She holds a B.S. in Business Administration and a Master’s in Public Administration from Southern Illinois University at Edwardsville, IL. Karen previously was employed for over twenty years in the career areas of regional planning, economic development, pub- lic relations, and community engagement. She worked for Virginia Tech in the College of Engineering and the Center for Student Engagement and Community Partnerships for 11 years. Her research focuses on fostering and sustaining

Conference Session

Pre-college Engineering Education Division Technical Session 12

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emma Michelle Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

to better meet the criteria for successSTEPS Camp | Summer 2019Materials/Resources:*planning for 60 students Sequins60 dollar-store electric toothbrushes Colored Popsicle sticks60 battery packs Colored puff-balls120 AA batteries (some toothbrushes come Ribbonwith one; need 2/student) ~6 small bundles of yarn75 paper cups 2 bottles of Elmer’s glue or tacky glue (for250 skinny markers optional eyes and puffballs)2 rolls black electrical tape 12 pairs of scissors4 rolls scotch tape Paper to test bots (we

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

for Educational Services c American Society for Engineering Education, 2020 Paper ID #28617 Kate Lytton is the Director of Research and Evaluation at the Collaborative for Educational Services, overseeing program evaluation, strategic planning, and quality improvement projects across a variety of preK-12 educational contexts and community systems. Lytton brings experience in social research, including needs assessment, strategic planning, evaluation design, survey research, and mixed methods approaches to studies of educator professional development, teacher preparation, instructional innovation

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

was a traditional instructor.After stating, “I have to turn in my lesson plans on a weekly basis at the beginning of the week,”she expressed her belief that following the lesson plans enabled her to think about different partsof the lesson and provided a beginning and an ending of the lesson to give it closure. Thisstatement provided evidence of how she viewed her role as a curriculum planner for her students.After attending the long-term professional development, she demonstrated a major change in herbeliefs about her role as facilitator of group discussions. She stated, “[Students] do a lot of worktogether with their group, so I just monitor them and give them expectations, guidelines, andassignments.” This comment demonstrated that she was

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

culminates in site specific sessions which provide a view into eachcamp’s agenda for the summer.Our one-day pre-camp preparation workshop follows the teacher training workshop and focuseson the specific activities for the specific camp. This training includes all levels of staff, theteachers, along with the engineering undergraduate counselors and the high school assistantcounselors. The agenda begins with a team builder activity and presentation on campus safety forminor participants. Teachers are split up into their specific camps where they review theiragendas with the help of the counselors that have been working the previous week in establishingtest protocols, test fixtures and change management communication plans. All activities arereviewed

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Rachel Farah, University of St. Thomas; Annmarie Thomas, University of St. Thomas; Esmée Verschoor, Playful Learning Lab

Tagged Divisions

Pre-College Engineering Education

Processing with their favorite color or hue filling itin. This is a way for students to see if they are coding colors correctly. If students finishearly, they can add more shapes and more colors before each shape; they will see thateach shape can then be filled in with different colors!PurposeStudents can connect this activity to the engineer design process as seen below: Ask: Imagine: Plan: Students ask how to Students will begin to think Students will need to pick a create a colorful shape in Processing. → of ways to explore hue, color, and

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

engineeringperception does not quite rate as highly. It is important to remember that we only did theperceptions of engineering as a post-survey. There may have been movement up or down in anyof these over the course of the 3-week SEEK camps, which would be more telling for what theprogram really impacts. Pre- and post- administration for the survey is planned for the 2018camps. The figures presented below break things down by gender. Female and Male Personal Interests 3.00 2.90 2.80 2.70 2.60 2.50 2.40 2.30

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara Fagundes, Purdue University; Nrupaja Bhide, Purdue University ; Tamara J. Moore, Purdue University ; Kristina Maruyama Tank, Iowa State University of Science and Technology

Tagged Divisions

Pre-College Engineering Education

participating in the study. We divided the students into six groups (2-4 students for eachgroup–these were the students' regular table seats) where every group had one set of the robotmouse game. They were encouraged to work together as a team in the coding activity with therobot mouse game. Each group had around 60 minutes to work, and they were initially told tobuild the map using the pieces provided and follow the map given to them. Then, the studentscreated their algorithm to help the robot mouse reach the cheese overcoming obstacles on theway. They used the map they built for this activity and other materials such as coding cards thathelped them make a coding plan before actually pushing the buttons on the robot mouse.Every time they achieved the

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shazib Z. Vijlee, University of Portland; Jamie Merritt, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

as Project Lead the Way [3]. Project Lead theWay is a well-established program providing an engineering-specific curriculum and training tohigh school educators.This program can also be seen as a school-university partnership; however, most partnershipsfocus on teacher professional development. Brady describes that some of these partnershipsinclude supervision and mentoring, collaborative teaching initiatives, action research, jointprofessional development, shared planning, and school enrichment and support [4]. This programis a partnership focused on students.Ultimately, this program is innovative, as it is a university offering a high school class. The courseis unique to the university’s community. The course material is essentially the

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

pretending to be robots, (3) a hands-on station to plan and test routes through the maze, (4) panels with detailed information about different branches of engineering, and (5) an interactive coding video game that a robot should be coded. In this field trip children only interacted with the station number 2 and 5. Puppy Playground is an engineering design activity that 5- to 7-year old children are asked to design a puppy playground for Eva’s puppy. They use the giant foam blocks in the science center to build their playground. To analyze the video recordings, we utilized a coding scheme based on our CT framework. To gain a deep understanding of the competencies, we collectively watched several videos of K-2 aged children engaging in STEM+CT

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

(RET) program at the University of Washington’s Center forSensorimotor Neural Engineering. The author’s suburban public high school has ~1600 students,of whom ~40% identify as non-white, ~25% are eligible for free or reduced lunch, and ~25%have IEP or 504 plans or are ELs. The curriculum was designed to meet three objectives: (1) toengage students in an authentic engineering design process in which they make connectionsbetween content learning and solutions to societal issues; (2) to successfully address NGSS andCambridge International General Certificate of Secondary Education (IGCSE) content standards[8]; and (3) to be feasible for science teachers in terms of time, materials, and expertise.Project DesignThe author chose to embed a neural

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

positive student experiences, as reflected by survey results, werein the fields of engineering where we either had multiple activities or the camp activities wereespecially interactive or compelling.Future Directions These results from surveys conducted during the pilot year of the SHEcontext-oriented camp appear to indicate that the format is successful and has encouraged us todevelop similar camps for all age levels and populations we reach through our summerprograms. Despite these encouraging results, we have several ideas for future improvement thatwill be implemented in Summer 2018. First, we plan to modify the camp activities to align withthe [state science standards] to both add value for students and for teachers who may wish toimplement

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

steps of the engineering design process: youth learn about a problem, explore availablematerials, plan a design, create and test it, improve it, and finally, groups share their designs in awhole-group “showcase” activity. See Table 3 for a detailed unit map.Table 3. Overview of unit activities Activity Remote Sensing Unit Water Resource Unit Prep 1 Youth are introduced to the Engineering Youth are introduced to the Engineering Design Process as they work together to Design Process as they work together to engineer a tower to support a model engineer a tower to support a model antenna water tank Prep 2 Youth match

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

andincrease their understanding of the key aspects of each mission. Mission requirements mustalways be met before a ship can be tested. However, mission objectives are evaluated by a scoreat the end of game play, so students’ understanding of how to receive the highest score willalways be informed by testing and gameplay. This cyclical game flow parallels the cyclicalengineering design process in Appendix I of the NGSS, as well as engineering processes fromNASA and Massachusetts Department of Education [3] [4].FLEET contains multiple authentic missions so that students can better see themselves as navalengineers and experience the wide range of job duties available to naval engineers. The Supplyand Logistics mission exposes students to route planning

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Kurt Henry Becker, Utah State University

Tagged Divisions

Pre-College Engineering Education

engineering disciplines and the types of work they engage in. o Instruction on the use of engineering knowledge and technology in the classroom. o Lesson plan ideas incorporating engineering principles in authentic engineering problems. o Training on the engineering design process o Instruction on engineering analysis and design that is informed by appropriate engineering equations and methods o Ready access to one or more expert teachers in the field of engineering o Networking and collaboration with other science teachers • Which of the following engineering mechanics topics do you feel prepared and confident to develop and teach in your

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca Deborah Swanson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Pre-College Engineering Education

gain morefamiliarity with engineering and the engineering design process [e.g. 8, 9], there is a need tobetter specify what exactly is important for teachers to learn. For instance, while teachers shouldbe familiar with the steps of an EDP, research suggests that this is not sufficient to productivelyfacilitate students’ engineering. In a prior project [10], we documented how teachers’ attention tosteps of an EDP can be a barrier for their meaningful engagement with their students’engineering. When a teacher focused solely on students progressing through each step of theEDP, she missed productive aspects of students’ thinking that deviated from the linear processshe had planned [11]. These findings motivated us to consider how to support

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Congying Wang, Purdue University; Tikyna Dandridge, Purdue University; Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); Carol A. Handwerker, Purdue University

Tagged Divisions

Pre-College Engineering Education

a public middle school ina Midwestern city. The students in this class are enrolled in 7th and 8th grade. It requires anunderstanding of the students’ preference and responses on various learning topics to bridge thegap between the college and K-12 classroom. A graduate student with an interdisciplinarytraineeship on global sustainability served as the primary instructor for the course, with the supportof the host teacher. The schedule for the visiting instructor is: (1) in week 1-2, the instructorobserves the class and accepts training on K-12 education; (2) during week 3-6, the instructorassists the host teacher during the course and develop a lesson plan; (3) in week 7-9, the instructorteaches the designed module and collects reflections

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

Pre-College Engineering Education

plans to revise their science standards in the next two years. As of April 2018, thedraft science standards proposed in Arizona reflect the NRC framework, although they do notdirectly parallel the NGSS. Pennsylvania did adopt new standards in 2012 for grades pre-K – 3,however these are comparable in engineering integration to the grades 4-12 standards already inplace during Moore’s analysis, and so are not considered a meaningful change for the purposesof this paper.There are 20 states (AR, CA, CT, DE, HI, IA, IL, KY, KS, MD, NH, NJ, NV, NY, OR, RI, VT,WA, WI, WY) that have effectively adopted the NGSS since their release in 2013. Many of thesestates adopted them under a different, state-specific name, and some added a few state

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Pre-College Engineering Education

., [10]). Meaningfulness grounds whathappens in instruction with the learner’s sensemaking in both the professional disciplinary andclassroom context and foregrounds how the learner experiences the activity. We take this upwithin engineering to mean that participants experience the need for engineering practices andtools. In contrast to when teachers are enacting a challenge that their young students are doingthat might not necessitate planning or iteration – we propose that teachers engage in engineeringactivities that challenge them as adults. We call this approach meaningful engineering.We explored our conjecture related to meaningful engineering within the Teacher EngineeringEducation Program (TEEP), our online teacher certification program

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Luis Ricardo Betancourt, San Diego State University; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

through both formal andinformal interactions or experienced individuals [10]. This expertise becomes a resource forcollaborative reflection and planning in communities of inquiry [11]. We posit that active forms oflearning, enacted by teachers, when deliberately related to students’ personal experiences andgrounded in deeper learning strategies are vital for achieving transformation in practice.In this paper, we describe how a group of eighth teachers at a STEAM-focused middle schoolunderstood and elicited students’ funds of knowledge in an effort to bring an asset-basedapproach to the classroom. This research contributes to the ongoing efforts to establish a moreculturally responsive educational environment for students that have been negatively

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

and anxiety due to lack ofknowledge in robotics; students’ level of interest or disinterest in robotics-based lessons; andappropriate lesson planning and pedagogical approaches of teachers. The knowledge aboutwhether students meet prerequisites is critical for teachers to predict the readiness and capabilitiesof their students and the potential circumstances they may encounter in the classroom. Hence, it isimportant to examine the prerequisites for middle school students to participate in robotics-basedmath and science lessons. Unfortunately, such investigations remain to be pursued.Emphasis on the abilities of learners to engage in and perform computational thinking, a conceptpopularized by Jeannette Wing [13], appears to be important to

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lori Caldwell, Utah State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

3 conflict pool or competition tank; starting large arguments between teams over small problems Whispering to Whispering and emphatically staring or pointing at another 2 exclude student Theme 3– Changing Levels of Interest in Engineering Excited about Expressing physical (clapping, grinning, jumping up and 9 using engineering down) or verbal excitement about using a tool to build (e.g. tools soldering iron, digital multimeter) Talking about the Talking to each other about their experience within the 6 EAP EAP; positive or negative Discussing plans Talking about plans for college or their next year of high 5 for future