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

. Elizabeth gave all of her materials to Tania. Elizabeth had every week planned outand prepared lecture slides that could be modified for the next year. But the transfer of materialswas not seamless because Tania decided to take a different approach than Elizabeth with respectto the kinds of schools, they visited during the outreach efforts. In trying to adapt Elizabeth’smaterials, Tania realized that she did not need slides for every week, given her approach toleading the seminar in a more activity-based setting. Tania reflected that although valuable as astarting point, the materials were not as easy to adapt to the specific school context and differenttimeline. For the first couple of weeks, Tania did use the lecture slides to start off, but as

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

being introduced in pre-college settings. These pre-collegelearning experiences are opportunities to develop students’ interests further and continuallytransform their identities [19], [20]. This period of development increases the importance ofintroductory pre-college engineering activities that are “inviting and engaging for all students,particularly those who are underserved, underperforming, or underrepresented in STEM fields,including girls, minorities, students from low socio-economic backgrounds, students withindividualized education plans, and English-language learners” [21, p. 117]. In pre-collegesettings, positive collaborative experiences situated with engineering concepts could promoteinterests and continued engagement with pathways

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

Paper ID #23612Tensions Arising When Teaching Scientific Disciplinary Core Ideas via Engi-neering Practices (Evaluation)Hannah Smith Brooks, University of Texas at Austin Hannah Brooks is a doctoral student at the University of Texas at Austin. Her research focuses on promot- ing equitable access through collaboration and instructional design. She is also interested in improving teacher education programs in the sciences by studying how teachers plan and structure learning using various methods. She has a BA in Biology and a M.Ed. in middle and secondary instruction from the University of North Carolina at Charlotte. Her

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

students,and it made it difficult for her to think about funds of knowledge in a new setting with middleschool students. The summer program gave her the opportunity to redefine how learninghappens in a different setting. She realized, I don't even have the background…For me, it was helpful to have, like, every moment kind of scripted out. It was a nice way for me training but I also sometimes didn't have enough practice employing funds of knowledge. It's something that it didn't go as planned. Sometimes like I don't know what to do and that I wish I had more experience and more training and being able to reach students and doing something out of what was planned, I guess. At that moment, I didn't have much

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

John C. Oliva, Corteva Agriscience; Diane Spence

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

creates things [6]. With such a lack ofbasic understanding then, it is not difficult to imagine why so few students start down roads thatwould lead them toward careers within engineering disciplines. Furthermore, other sciencessuch as biology, chemistry, and physics are taught as subjects in elementary through high schoolwhereas engineering traditionally is not [3]. This only erodes engineering’s pull even more.Survey of StudentsFollowing up on the research noted above, it was decided to evaluate the specific population ofstudents at the school being studied in these outreach efforts. The results of this survey havefurther informed the introductory engineering activities planned for the students. In the fall of2017, a brief survey was completed

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sana M. Syed, Saint Louis University; J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University; Traci Aucoin; Adrienne Enriquez, Oregon GEAR UP; Kelsey Z. Musa, Saint Louis University; Rachel Bultas

Tagged Divisions

Pre-College Engineering Education

current curricula and state standards. Carroll et. al [19]highlighted the best practices and lessons learned for planning new programs and discussed howone such STEM initiative evolved over time to focus on the teachers. A partnership with SaintLouis University (SLU) led to the creation of several experiential learning modules, which hassince spread to other GEAR UP programs (e.g. Oregon GEAR UP). The Oregon GEAR UP Program’s primary goal is to increase the number of low-incomestudents who are prepared to enter and succeed in postsecondary programs. The programsupports rural Oregon middle and high schools in their efforts to set high academic expectations,promote early awareness of college opportunities, and engage students in college and

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Johnston, Boise State University; Noah Salzman, Boise State University

Tagged Divisions

Pre-College Engineering Education

= * E   cos(F ) 4. Click the button for the horizontal equation, then click start. Observe the motion of the robot arm. 5. Record your observations. Did the robot arm move as you expected? 6. Does your equation work for other angles? Develop a plan and test your equation to see if it works in a variety of cases. Explain why you chose the values that you did.Equation 2 is VERTICAL MOTION. 7. Repeat your experiments with vertical motion, but enter values for A-F corresponding to the following equation: dθ2 * * A   sin(B) + C   sin(D) dt = * E   sin(F ) 8. Record your process and observations.PART 4

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth J. Reid, University of Indianapolis; Tina Marie Griesinger, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

formulated some type of alternative course delivery strategy as theyapproached the 2020-2021 academic year. The results of this study begin to describe a deeperunderstanding of the teacher’s challenges, successes and failures when they shifted to analternative course delivery method, and to illuminate the importance of proactive emergencyinstructional design models, and collaboration amongst educators. As the e4usa teachers had toadjust their course delivery, the e4usa team had to adjust and the summer 2020 teacherprofessional development module to one that was facilitated online. Our preliminary resultsshowed that teachers, for the most part, successfully transitioned despite a lack of a coherent orplanned plan. Issues of equity remain: teachers in

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pooneh Sabouri, New York University; Shramana Ghosh, New York University Tandon School of Engineering; Abhidipta Mallik, New York University Tandon School of Engineering; Vikram Kapila, NYU’s Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

purpose of the after-school programwas creating opportunities for informal learning and collaboration, both for children andundergraduate students. The researchers followed a group of undergraduate students to examinetheir experience in this program and how they understood their teacher/learner roles within thisinformal setting. Many of the undergraduate students struggled with the unstructured format of theafter-school program wherein the children did not necessarily acknowledge them as “teachers”whose instructions or ideas needed to be followed. Instead, in many instances, the children tookthe role of authority to suggest their own ideas and to enact their own plans. The researchersshowed that interactions with children allowed several

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

called the business model canvas (BMC). By revealing thecritical interactions between the organization’s resources, activities, and partners, the BMC toolaids in designing, analyzing, planning, and inventing new business models. With the aid of anorganization’s BMC, a single graphic representation, one can readily gain an understanding of theunderlying business, including its relationships, infrastructure, strategies, etc., be it a start-upentrepreneur or the most senior executive. Many existing canvas tools entail complex associationsamong its various elements and are thus more suitable for veteran entrepreneurs and advanceddesigners [23],[24]. To address the need for canvas tools for novice learners, recently [9] designedand developed a

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

(EIL) Rubric to evaluate whether existing sciencelesson plans available in online archival banks contained engineering concepts and problem-solving approaches. They argued that science teachers may not be equipped to identify or carryout engineering-based curricula on their own given lack of engineering exposure. So, the EILRubric provides teachers with a lesson assessment tool to evaluate the strengths and missedopportunities for teaching engineering in existing lessons [11].MethodsPedagogical FoundationBorrowing from Foster and from Peterman, et al. the idea to deliberately insert engineeringthinking into required high school science courses, a pedagogical and experiential foundation isneeded. We draw upon the Energy Engineering Laboratory

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anne M. Lucietto, Purdue University, West Lafayette; Mesut Akdere, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

augmented reality and virtual reality, quality management, and performance improvement through training and organization de- velopment. He is currently serving as the Director of HRD Virtual Lab as well as HRD Analytics Lab in the Department of Technology Leadership & Innovation. Dr. Akdere published in business, man- agement, technology, training, human resources, organization development, and education journals. He teaches courses in human resource development, leadership, training, organization development, cross- cultural management, and strategic planning. He is serving on the editorial boards of several international journals including Human Resource Development Quarterly and Total Quality Management &

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Locke Davenport Huyer, University of Toronto; Neal I. Callaghan, University of Toronto; Rami Saab, University of Toronto; Daniel Smieja, University of Toronto; Andrew Effat; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

question tailored to the class in which they are enrolled. This is accompanied with aninventory list to allow students to begin to formulate their planned investigative experiments. Proposalsare reviewed by both teachers and the graduate student instructor assigned to their student team, inadvance of their lab trials. After their first lab visit, students debrief with their graduate studentinstructor and determine areas for improvement for the next visit to complete a usable data set. Studentsconclude the program by providing an assessment of their findings and a quantitative recommendationto address their assigned problem in the format of a poster presentation as part of the final symposiumheld at the IBBME. The chronological timeline of

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Aitken Nichol, Rice University; Christina Anlynette Alston, Rice University; Jorge E Loyo Rosales, Rice University; Alice Chow; Carrie Obenland, Rice University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

75 10,275 2018-2020 Yrs 2-4 participant feedback; augment evaluation plan*Estimatedbasedontheaveragehighschoolteacherbeingresponsibleforabout137studentseachyear[4]To develop the NEET program, NEWT’s educational team hosted 15 environmental scienceteachers for a two-day brainstorming session to determine the educational needs of teachers andidentify the ERC nanotechnology topics to be incorporated into the pilot NEET program.Teachers were selected to participate in the brainstorming session based on years of teachingexperience in environmental science and teaching in a high-needs district. The session includedpresentations of NEWT research, instructional practices and strategies discussions, and a hands-on lesson

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Braska Williams Jr., North Carolina State University; Angelitha Daniel, North Carolina State University; Javon Marcell Adams, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

whether it was aligned to the priorities of the funding agency.Research Course Development and Implementation, Summer Research Experience ObservationsNon-intrusive site observations occurred during the research course development process. Theseobservations were conducted during select planning meetings. Informal visits were made duringthe research course and summer research experience. Detailed field notes were gathered andanalyzed to provide requisite answers for the evaluation questions.Focus Groups and InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Frequency Problem Scoping – Teacher Teacher provides the context of the problem 9.9% Problem Scoping – Student Students define and/or identify problem context 1.4% Solution Formulation Students develop plans 12.7% Student Production and Students build their prototype 19.7% Performance Students test their prototype 8.5% Communication and Students evaluate their testing results 4.2% Documentation of Results Students communicate results with others 0% Optimization Students identify ways to improve their design 4.2% Engineering

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

componentsof the training before the first day of in-person professional development. The three primaryobjectives of the PLTW Launch Classroom Teacher Training are as follows: “Teachers will… 1) Develop an understanding of the activity-, project-, problem-based (APB) instructional approach, core to all 24 PLTW Launch modules. 2) Embrace their role as a facilitator of learning. 3) Gain familiarity with grade-level modules and experience how to plan and implement PLTW Launch modules in the classroom.”Teachers attain these objectives during by participating in collaborative discussions,experiencing hands-on activities from PLTW Launch Modules, and by answering reflectiveassignment questions, which are graded by the

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland, Baltimore County; William Easley, University of Maryland, Baltimore County; Stephanie Grimes, Digital Harbor Foundation; Shawn Grimes, Digital Harbor Foundation; Amy Hurst, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

popularwith the youth, the staff found them more suitable for testing skills or knowledge in acompetitive way rather than questions involving self-reflection. The staff mentioned that animportant value at the center is to support youth work at their own pace. Many of the activitiescompleted by youth are self-directed by design and so if someone needs to take more or less timethey can do that. According to one of the staff, a common moto at DHF is that “we can all learnfrom each other.” This value contrasted with the format of the assessments that requiredeveryone to complete the activities at roughly the same time.Finally, the staff identified logistical challenges that impacted the post-course assessments. DHFcourses are often planned such that the

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

curricula, K-12 STEM programs after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evalua- tion plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Depart- ment of Education Policy at Georgia State University (GSU).Ms. Jasmine N Patel, Georgia Institute of Technology Jasmine Patel graduated from Georgia Institute of Technology with a Bachelor’s in Biology along with a concentration in Business. In her last year at Georgia Tech, she had the privilege of conducting research in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

’ Interest in Transportation EngineeringAbstractThe National Summer Transportation Institute (NSTI) was a week-long summer residentialprogram supported by the Federal Highway Administration, the state’s Department ofTransportation, and a college of engineering in a large university. The program engagedparticipants in transportation engineering topics with opportunities to interact with engineerswho plan and maintain transportation systems. 125 students entering grades 10-12 spent oneweek living at the university campus. Students participated in tours of transportation-related sitesnot normally accessible to the public including traffic management centers, airports, and activeconstruction sites. Students also engaged with faculty and toured campus

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas Neil Dempsey, Forestville Central School; M. Raymond Ng, Cathedral Preparatory School ; Zachary Rhodes; Jiawei Gong, Pennsylvania State University; Faisal Aqlan, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education

) maximize efficiency of their solar cells using various fruitdyes; and (4) measure the voltage and current output of DSSCs in comparison with silicon solarcells. Data collected from implementing the developed curriculum in high school classrooms isdiscussed and plans of both formative and summative assessment are presented.1. IntroductionIn the late 1960s it was discovered that illuminated organic dyes can generate electricity at oxideelectrodes in electrochemical cells. In an effort to understand and simulate the primary processesin photosynthesis the phenomenon was studied at the University of California at Berkeley withchlorophyll extracted from spinach (bio-mimetic or bionic approach). On the basis of suchexperiments electric power generation

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

Society for Engineering Education, 2020 Paper ID #29467 Thomas Becnel is working towards his Ph.D. in the Laboratory for NanoIntegrated Systems, led by Pierre- Emmanuel Gaillardon, in the department of Electrical and Computer Engineering, University of Utah, Salt Lake City, UT, USA. He received the electrical engineering degree from the University of Utah, and the M.Sc. degree in computer engineering from the University of Utah in 2018. His areas of research involve the design of large-scale sensor networks, low-noise capacitive CMOS sensors, and advanced low-power communication techniques. He plans to graduate with a Doctorate of

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer L. Kouo, Towson University; Medha Dalal, Arizona State University; Bruk T. Berhane, Florida International University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Kenneth Reid, Virginia Polytechnic Institute and State University; Cheryl Beauchamp, Regent University; Adam R. Carberry, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

industry and teaching. Paramount to E4USA was the construction of PDexperiences that would prepare and support educators with varying degrees of engineeringinstructional training as they implemented the yearlong engineering course. One component ofthis was a weeklong, intensive E4USA PD. The PD involved focus groups, hands-onopportunities to explore, plan, and teach components of the E4USA Curriculum, and buildcollaborative relationships. The purpose of this study was to examine the perspectives of fourpilot E4USA educators during this PD. The sample of eductors includes novice and experiencedengineering educators. ‘Novice’ in this instance was defined as having less than a year ofexperience teaching engineering, while ‘veteran’ was defined as

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

of a design problem.Figure 1. Framework describing the potential influence of students’ learning of entrepreneurialmindset on their cognitive operations for problem framing and finally on their mentalrepresentations of a design problem. First, to investigate high school students’ mental representations of design problems, wewill collect the data through participant interviews with a design scenario getting them engagedin problem framing and then analyze the data according to the work described by Bjorklund(2012). For the participant interviews, the given design brief will describe a complex andambiguous design scenario. To evoke participants’ entrepreneurial mindset, the design scenariowill be developed in the way asking them to plan

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell; Wendy M. Barnard, Arizona State University; Alison Cook-Davis, Arizona State University; Adam R. Carberry, Arizona State University; Stephanie B. Adams

Tagged Divisions

Pre-College Engineering Education

, and groundwaterresources”; explanations of how science and engineering practices are utilized to remedy thesechallenges; and discussion of evidence that this uneven distribution is “the result of past andcurrent geoscience processes.” The consortium sought to “design a method for monitoring andminimizing a human impact on the environment” using scientific principles based on theobjective MS-ESS 3-3 [11].This on-campus event was facilitated by the education leaders, Student Leadership Councils, andevaluation teams from CBBG, QESST, NEWT, and NCI-SW. Seven faculty members, fifteengraduate students, and one former RET intern collaborated in the planning process for theoutreach event. The identified NGSS performance expectations were shared with

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Tiffiny Antionette Butler , Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute; Ryan Nicole Meadows, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Office to keep WPSstudents engaged with WPI. For the HS students who complete WRAMP, they will also get $500towards any summer program at the university and may become a WPS Summer Scholar thatcan attend a summer program for free each year. In regards to WRAMP being a recruitmentstrategy for WPI, 8 out of the 13 WRAMP high school women that are old enough to apply tocollege did so (which is a 60% yield and surpasses national averages). Two of them wereadmitted, but did not enroll. One stated it was due to financial reasons. We are investigating howwe might provide more support for WRAMP and WPS high school students to be accepted toWPI. Many of the WRAMP participants have yet to graduate from high school and we plan totrack them if they apply to

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin R. Campbell, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

electronic circuits before? 10 Have you ever programmed an Arduino before? 11 Have you ever used a laser with mirrors and motors to create a light show? Figure 4. Pre and Post Survey given to camp students in 2018Results In the early years of the camp, each portion of each day was scripted and planned withdesigned activities. After assessing interest and response to each activity and the curiosity of thestudents, the activities were left more open ended and had multiple levels of depth so thatadvanced students could experiment while the lagging students achieved basic competency in thetask. The final day is now planned as mostly creative free time for students to

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh, University of Calgary; Qiao Sun, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

digital natives (students), and incorporates: mind mapping (discoverybased learning), experts on call, gamification, all integrated through teacher views thatproduce dynamic project-based lesson plans. The system encourages an interdisciplinaryapproach that requires students to draw on multiple subject areas simultaneously to solvereal world problems. Previous research conducted by the authors has indicated that in thecontext of learning style models, the PLMS provides a balanced approach to learning andtherefore should be a very useful learning tool in the physics curriculum. This study willfirst present the results of attitudinal and learning style surveys that were conducted inlocal junior high schools that correlate learning style profiles

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Informed designers learn continually as they brainstorm, plan, prototype, troubleshoot, and revise their designs. Metacognition and reflection are central in this learning. Making and explaining knowledge- Informed designers apply their understanding of driven decisions science and how things work to their designs. Working creatively to generate design Informed designers use creativity and take insights and solutions productive risks in defining problems, developing potential solutions, and improving their solutions

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Jamie Mikeska, Educational Testing Service; Elizabeth Orlandi, Science Education Consultant

Tagged Divisions

Pre-College Engineering Education

. As a K- 8 pre-service teacher educator, she 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 Children, 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, and how