Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, College of New Jersey; Greg J. Strimel, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools

Tagged Divisions

Pre-College Engineering Education

Paper ID #21953Determining the Engineering Knowledge Dimension: What all High SchoolStudents Should Know to be Engineering Literate (Fundamental)Dr. Tanner J. Huffman, College of New Jersey Tanner Huffman is an assistant professor in the Department of Integrative STEM Education, School of En- gineering at The College of New Jersey (TCNJ). Before joining the faculty at TCNJ, Dr. Huffman was the Director of Research, Assessment and Special Projects at the International Technology and Engineering Educators Association (ITEEA). While at ITEEA, he secured funding from the National Science Foun- dation, the Kuwait Foundation for

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Albert Einstein Distinguished Educator Fellowship Program

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

theclassroom. Often times these courses go on and on about what engineering is, but I need toknow how to implement it in an elementary classroom. Show me examples of lessons.” How to find resources. This category contained responses related to being able to locateresources when they are needed, “Since engineering is now part of the standards, I think how toteach engineering would be important in a class and since curriculum specifically for engineeringwill not always (or even usually?) be provided, I think how to find engineering resources and/orhow to use other materials to teach engineering would also be important.” Another participantwrote, “Knowing where to find the resources is a very important component in including it in theclassroom

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

-Dimensional learning which highlights how science learning takes place through theholistic and integrated learning of disciplinary core ideas, science and engineering practices, andcross-cutting concepts [1]. Within these three dimensions, the science and engineering practiceshave been a focal point for pre-college science curriculum and instructional reform because oftheir emphasis on learning the ways scientists and engineers conduct their professional work [2].With an emphasis on what it means to do scientific inquiry and engineering design, the scienceand engineering practices place the learning of science knowledge in relation to the work ofscience and engineering. The use of engineering design-based tasks offers one pedagogical approach

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah A. Roller, University of Alabama, Huntsville; Sandra A. Lampley, University of Alabama, Huntsville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville

Tagged Divisions

Pre-College Engineering Education

Paper ID #21498Student Attitudes Toward STEM: A Revised Instrument of Social CognitiveCareer Theory Constructs (Fundamental)Dr. Sarah A. Roller, University of Alabama, Huntsville Sarah A. Roller is an Assistant Professor in the Department of Curriculum and Instruction at the Univer- sity of Alabama in Huntsville. She received her Ph.D. in curriculum, teaching, and educational policy from Michigan State University. Her research interests include teacher preparation and mentoring prac- tices, research-based instructional strategies for teaching mathematics and STEM education, and teacher development.Dr. Sandra A. Lampley

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

development, and teacher professional development to support gender-equitable teaching practices.Dr. Elizabeth A. Ring-Whalen, St. Catherine University Elizabeth A. Ring-Whalen is an Assistant Professor of Education at St. Catherine University in St. Paul, MN. She holds a PhD in Curriculum and Instruction - STEM Education from the University of Min- nesota. Her research focuses on STEM education and what this looks like in PreK-12 classrooms and explores teachers’ beliefs of integrated STEM as well as how these beliefs influence teachers’ practices and student achievement in the classroom. Alongside this research, she has worked to explore the atti- tudes and beliefs teachers hold about cultural diversity and teaching

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

consist of professional development opportunities to improve teachers’ engineeringawareness and ability to teach engineering related content [11, 21]. The goal of such programs isto integrate engineering content in math and science classes to improve student performance,while simultaneously increasing student interest and engineering awareness [9, 21, 22].However, most approaches focus on teaching the engineering design process in math and scienceclasses (mostly science) [11, 12, 18, 23, 24], rather than teaching math and science in the contextof engineering. Large-scale curriculum programs, such as Project Lead the Way and The InfinityProject, mainly include stand-alone pre-engineering courses. While such programs complementexisting math and

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin, NASCENT Center; Darlene Yañez, University of Texas at Austin, NASCENT Center; Maura J. Borrego, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #28979Impact of a Summer Research Program for High School Students on theirIntent to Pursue a STEM career: Overview, Goals, and OutcomesMrs. marialice mastronardi, The University of Texas, Austin PhD student, Science, Technology, Engineering, and Mathematics Education at University of Texas, Austin M.S. in Electronic Engineering, Polytechnic of Milan (Italy), 2006Dr. Audrey Boklage, University of Texas at Austin Audrey Boklage is research assistant and director of the curriculum lab at Texas Inventionworks in the Cockrell School of Engineering at the University of Texas at Austin. She is particularly interested in

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

, Brooklyn, NY, where he is serving as a research assistant under an NSF-funded ITEST project.Dr. Pooneh Sabouri, New York University Pooneh Sabouri received her Ph.D. in Teaching and Learning, focusing on science education at New York University. She has a master’s degree in mathematics education and statistics from The University of Texas at Austin and earned her bachelor’s degree in Electrical Engineering from Sharif University of Technology in Iran. Pooneh is interested in teacher learning and how to co-develop theoretical tools with teachers to inform and expand their teaching practices. She is a postdoctoral associate at Tandon School of Engineering at New York University, where she studies teachers’ experiences as

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Florida International University; Adam R. Carberry, Arizona State University; Medha Dalal, Arizona State University; Matthew J. Miller PhD, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, no. 2, 590-598. 2018[14] L. J. Hirshfield & D. Chachra, D. “Comparing the impact of project experiences across the engineering curriculum,” International Journal of Research in Education and Science, vol. 5, no. 2, pp. 468-487. 2019.[15] N. Genco, K. Hölttä‐Otto, & C. C. Seepersad, “An experimental investigation of the innovation capabilities of undergraduate engineering students,” Journal of Engineering Education, vol. 101, no. 1, pp. 60-81. 2012.[16] R. J. Morocz, B. Levy, C. Forest, R. L. Nagel, W. C. Newsletter, K. G. Talley, & J. S. Linsey, Relating student participation in university maker spaces to their engineering design self-efficacy: the ASEE/IEEE Frontiers in Education Conference, June 14-17

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

Paper ID #30571Student Perception of Mathematical Modeling Before and After Completinga Two Joint Robot Computer Simulation Task (RTP)Mrs. Laurel Johnston, Boise State University Laurel Johnston is a master’s student in the STEM Education program at Boise State University. She has over eight years of teaching experience in high school science and mathematics. She enjoys integrating engineering concepts in the classroom to help increase student engagement and understanding.Dr. Noah Salzman, Boise State University Noah Salzman is an Assistant Professor at Boise State University, where he is a member of the Electrical and

Conference Session

Pre-college Engineering Education Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interests include experimental aerodynamics, aircraft design and engineering education. c American Society for Engineering Education, 2020 An Authentic Learning Environment with Flight Simulation Technology (Evaluation)AbstractThe primary advantage of an authentic learning environment is to promote engagement withcontent resulting in improved academic performance and persistence. The use of technology canpromote an authentic learning environment. However, rural school districts typically lack theresources for implementing technology-supported authentic learning. The research presented inthis paper is based on the development and assessment of an authentic learning environment forthree

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #33466Development of the Fit of Personal Interests and Perceptions ofEngineering Survey (F-PIPES) Instrument (Fundamental)Dr. Morgan M. Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Associate 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

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, 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

expectation for DCIs shown in theNGSS. The second tenet concerns the classroom teaching of a lesson with SEPs, specifically, usingrobotics technology. The third tenet is that teachers incorporate the use of CCCs. The fourth tenetfollows the 5E model to build teachers’ lessons that facilitate inquiry-based instruction.2. Theoretical Framework and Literature ReviewIn tracing the history of lesson planning concepts, we encountered many theories and models thathave suggested myriad courses of action to prepare effective lesson plans. Following an extensivereview of research literature for planning lessons, we identified two theoretical models that arerelevant to our work with a focus on technology integrated teaching: the SubstitutionAugmentation

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Perihan Fidan, Tennessee Tech University; Stephanie L. Wendt, Tennessee Tech University; Jeremy Wendt, Tennessee Tech University; Ismail Fidan, Tennessee Tech University

Tagged Divisions

Pre-College Engineering Education

University Dr. Stephanie Wendt is an Associate Professor at Tennessee Tech University. She teaches undergradu- ate science methods and field experience courses to elementary pre-service teachers. She also teaches graduate courses in science methods, learning theory, grant writing, and educational technology. She is a member of the Tennessee Science Education Leadership Association (TNSELA) and Tennessee Science Teachers Association (TSTA), and is a former representative of the Board of Directors for TSTA. Dr. Wendt also serves as a reviewer for NSTA’s peer-reviewed journal Science and Children. She participates in leading professional development for K-12 educators pertaining to science education at the state and

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. 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 College, Columbia University, New York. She is the recipient of the SUNY Chancellor’s Award for Excellence in Teaching (2016); the Provost’s Faculty Recognition Award for Excellence in Scholarship and Research from Lehman College, City University of New York (2010); and the Outstand- ing Teaching Award from

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

upon teaching strategies; (5) lack of established“teaching tips;” and (6) an observed lack of transfer of knowledge of engineering basics fromone professional development workshop to the next. These early realizations were useful forthinking about how to design teacher professional development and set the stage forinvestigating actual teacher practice. Capobianco [8] delved into this problem in a collaborative action research study of asingle fifth grade classroom, exploring the challenges of integrating engineering into scienceteaching in meaningful ways. A recent publication by Capobianco, DeLisi, and Radloff [9]described the development of an instrument to document and characterize teaching done byinservice elementary teachers as

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

deeper understanding of the phenomenon [16]. Overall, according toCapobianco et al. [17], there is no universal approach to teaching the engineering design processin an elementary classroom. As such: Integrating the engineering design process is a complex activity that requires teachers to consider the resources they have available, knowledge necessary to understand and apply the design process, and understanding of how students can learn and engage in the engineering design process effectively and productively. [17, pp. 13]Young Children’s Understanding of EngineeringChildren’s early learning experiences, both positive and negative, have a cumulative effect onlearning [18]. By the time students enter middle school

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

experience at the Indian Institute of Science, Bangalore, India. She is currently pursuing Ph.D. in Mechanical Engineering at NYU Tandon School of Engineering. She is serving as a research assistant under an NSF-funded DR K-12 re- search project to promote integration of robotics in middle school science and math education. For her doctoral research, she conducts mechatronics and robotics research in the Mechatronics, Controls, and Robotics Laboratory at NYU.Dr. Vikram Kapila, New York University Vikram Kapila is a Professor of Mechanical Engineering at NYU Tandon School of Engineering (NYU Tandon), where he directs a Mechatronics, Controls, and Robotics Laboratory, a Research Experience for Teachers Site in

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie Mikeska; Matthew Scott Taylor

Tagged Divisions

Pre-College Engineering Education

the Department of Integrative STEM Educa- tion at The College of New Jersey. In his role, he prepares pre-service teachers to become K-12 technology and engineering educators. His research involves engaging college students in human centered design and improving creativity. He also develops biotechnology and nanotechnology inspired lessons that naturally integrate the STEM disciplines. He received his PhD in biomedical engineering from Drexel University and was an NSF Graduate STEM Fellow in K-12 Education (GK-12).Dr. Jamie Mikeska, Jamie Mikeska is a Research Scientist in the Student and Teacher Research Center at Educational Testing Service (ETS). Jamie completed her Ph.D. in the Curriculum, Teaching, and

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

Paper ID #22418Examining and Characterizing Elementary School Teachers’ Engineering Design-based Instructional Practices and Their Impact on Students’ Science Achieve-mentProf. Brenda M. Capobianco, Purdue University, West Lafayette Brenda M. Capobianco is a Professor in the Department of Curriculum and Instruction, and School of Engineering Education (courtesy) at Purdue University. She holds a B.S. in biology from the University of Alaska Fairbanks, M.S. in science education from Connecticut Central State University, and Ed.D. from the University of Massachusetts Amherst. She teaches elementary science methods and

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

teachers were trained to fabricate DSSCs as partof an ongoing NSF RET program. The materials and equipment used for producing DSSCs arebasic, and a standard procedure was formulated for the work to be replicated in a regular classroom.DSSCs were constructed using fruit juices from blackberry, raspberry, mulberry, blueberry, andstrawberry. The absorption spectra of fruit dyes, along with food dyes, were examined in contrastto the solar spectrum. Teachers demonstrate the working principle of DSSCs and integrate hands-on activities into the K-12 curriculum. As the outcome, students should be able to (1) explain howa dye-sensitized solar cell converts sunlight into electricity; (2) design and build a dye-sensitizedsolar cell from basic components; (3

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anthony E. Felder, University of Illinois at Chicago; Miiri Kotche, University of Illinois at Chicago; Amna Hoda, University of Illinois at Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, and continued STEM interest in girls. Therefore, we developedtwo bioengineering curriculum modules for the NSBE SEEK program. These two modules areinfluenced by the Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas [20] published by the National Resource Council in 2012. This frameworkprovides an approach to strengthen and diversify the STEM pipeline through three dimensions:core ideas, scientific and engineering practices, and cross-cutting concepts. This framework,which additionally calls to address lack of diversity in STEM by equalizing opportunities tolearn, serves as the basis of the NGSS [21]. We used this framework to drive the design of ourmodules. We report here on the development of the two

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William A. Kitch, Angelo State University; Andrea L. Robledo, Angelo State University; Wanda James Green

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

consensus was to redesign the camp asa hybrid learning program where participants worked their way through a daily online curriculumthat resulted in the design and build of a model rocket that was then launched as a part of theculminating experience for the camp. The camp was designed so that students logged into NicheAcademy, an online learning management system, to complete 4 days of sequenced curriculum thatincluded lessons on the physics of flight, engineering design, and model rocket building skills. Eachday included rocket design or building activities. On day 3, participants submitted their designsimulations for review and approval. Once the designs were reviewed for stability and approved,participants could complete their rocket builds for