Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

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 power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012.Siddika Selcen Guzey, Purdue University, West Lafayette Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education. c

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meera N. K. Singh, University of Calgary; Krista Francis, University of Calgary; Julia Anna Patricia Sather, University of Calgary; Philip Egberts, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

towards STEM, increase STEMknowledge, and increase likelihoods of pursuing STEM careers [2].As described by Freisen et. al. [3], an inquiry based approach to learning is generally taken aslearning by exploring a question, issue or problem. Connected knowledge applied to multiplediscipline related activities provides better frameworks for students to learn and developconceptual understandings [4]. In a transdisciplinary approach, discussed in detail in [5],learners are required to think across and beyond academic disciplines to incorporate knowledgethat can be shared and implemented into design. Learning environments that focus on design andproblem solving can engage and help students learn core STEM concepts while connectingscience and

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

used the platform to deliver certain non-physics related content,teachers completed a survey and in-depth interview. Initial feedback from the first phase of thePLMS was positive. Teachers interacting with the PLMS have indicated that “[it] provided[teachers] with new ideas and ways to teach science content”, and that it “offered…studentsexposure to more career and real-life applications.” One teacher said that, with the PLMS,“students are learning about science through interaction on multiple levels, not just listening andtaking notes”. Another teacher spoke to the value of the PLMS to engage students in immersiveself-directed learning.Drawing from the success of the current PLMS, the physics related content is expanding andconcurrently being

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

Purzer is an Associate Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students approach innovation. She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Educa- tion (JPEER). She received a B.S.E with distinction in Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively.Kristina Maruyama Tank, Iowa State University Kristina M. Tank is an Assistant Professor of Science Education in the School of Education at Iowa State University. She currently teaches

Conference Session

PCEE Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vanessa LeBow, University of Arkansas; Michelle L. Bernhardt-Barry, University of Arkansas; Jyotishka Datta, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

socioeconomic differences mean thatmany students that enter STEM fields may begin their careers at a disadvantage. It could also bea source of discouragement for these students, leading to a lack of diversity in engineering andother STEM fields. While this is an alarming problem, past data has shown that doing exercisesand activities that require using visual spatial skills can develop and enhance these skills. [19]The most effective tools and methods for promoting visual spatial retention and measuring theimprovements have been a topic of concern. Martin-Dorta et al. [20] created a game called“Virtual Blocks” for mobile devices to test its effectiveness in improving these skills andbridging the gap between genders. The game consisted of two activities

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jean S. Larson, Arizona State University; Megan O'Donnell, Arizona State University; Kristi Lynn Eustice, Arizona State University; Carolyn Aitken Nichol, Rice University; Kristen Jaskie, Arizona State University; Andreas S. Spanias, Arizona State University; Kimberly Farnsworth, Indiana University-Bloomington; Jennifer M. Blain Christen, Arizona State University; Mi Yeon Lee, Arizona State University

Tagged Divisions

Pre-College Engineering Education

problems associated with the ERC field(s) of study, and career pathways(s) associated with the ERC’s field(s) of study) * Specific to an NSF ERC, not asked of SenSIP participants Communication Items related to the level at which participants perceived their and Research Skills center to impact communication skills (e.g., communicating orally/visually, networking, collaboration) and research skills X X X (e.g., formulating research questions, analyzing data, interpreting results) Mentoring Items related to the teachers’ perceptions of what their mentors provided (e.g

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education

project completion” (p. 9). A similar description by Yu et al.[21] was labeled as spectator; a caregiver that provides encouragement and help when needed.Another difference in role identification was based on the approach and perspective of theresearch study. For example, [4] defined roles by the ways that caregivers promote awarenessand understanding of engineering (e.g., engineering career motivator) while [22] consideredcaregiver roles through their interactions with children and facilitators during traditional anddigital fabrication activities.Regardless of the differences in role names, descriptions, and approaches, looking across thescholarship on caregiver roles, it is clear that there are multiple roles that caregivers enact anddescribe

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

Michael and Leo, came from two different schools andrecruited two students each from their schools. The two teachers did not know each other prior tothe program and were randomly assigned to work as a team together.Michael had started his teaching career as a mathematics teacher. Through Math for America hetook a course in Arduinos that sparked his interest in robotics and later he started to teach andcoach robotics clubs in his school. In his current school, the school administration was seeking todevelop and implement a new curriculum for robotics and Michael had been assigned to developthe curriculum. For him, attending this robotics workshop was an opportunity to learn more aboutrobotics and to get advice about the curriculum that he was

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

-serving engineering universities in the U.S. Dr. Traum coordinated MSOE’s first crowd-funded senior design project. He also co-founded with students EASENET, a start- up renewable energy company to commercialize waste-to-energy biomass processors. Dr. Traum began his academic career as a founding faculty member in the Mechanical & Energy Engineer- ing Department at the University of North Texas - Denton where he established a successful, externally- funded researcher incubator that trained undergraduates to perform experimental research and encouraged matriculation to graduate school. Traum received a Ph.D. in mechanical engineering from the Massachusetts Institute of Technology where he held a research

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the Faculty of Engineering, Tel-Aviv University. c American Society for Engineering Education, 2020 Paper ID #30260Prof. Zoran Kostic, Electrical Engineering, Columbia University Zoran Kostic completed his Ph.D. in Electrical Engineering at the University of Rochester and his Dipl. Ing. degree at the University of Novi Sad. He spent most of his career in industry where he worked in research, product development and in leadership positions. Zoran’s expertise spans mobile data systems, wireless communications, signal processing, multimedia, system-on-chip development and applications of parallel

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

recognize the value of better integrating the teaching and learning of STEM fields.It is assumed that students who have learned disciplinary core ideas, practices, and crosscuttingconcepts of science and engineering will be scientifically literate citizens who can engage inpublic discussions on related issues and can be careful consumers of scientific and technologicalinformation, and can pursue careers of their choice, including STEM careers. Engineering designallows teachers to effectively blend disciplines and integrate math and science as a means ofbuilding student understanding of and skills for engaging in both content areas and appreciationfor both content areas (Lehman & Capobianco, 2012). Pre-college engineering education

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole J. Glen, Bridgewater State University

Tagged Divisions

Pre-College Engineering Education

the standards documents for early childhood learning in thesestates.While engineering education in the United States is in relative infancy, the available research sofar “shows that engaging elementary and secondary students in learning engineering ideas andpractices is not only possible, but can lead to positive learning outcomes” [3, pp. 149], such asimproved math and science learning, gaining problem solving abilities, and an increasedawareness of and interest in engineering as a career. At the early childhood level (defined asbirth through age eight), there is a limited number of studies regarding engineering education.What these studies do point to is the “need for improving our understanding of what is entailedin the precursors of

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

’ understanding ofengineering as a possible career path and, at worst, fosters misconceptions about the nature ofengineering. Furthermore, treating engineering as a solely technical field may be particularlydetrimental to students from underrepresented communities and to women, groups for whichsocial concerns and community relationships are often of importance.Despite significant effort on the part of the engineering community, engaging future engineers inways that support their trajectories into engineering careers remains a substantial challenge forengineering education programs3. In particular, recruitment and retention of women and studentsfrom underrepresented minority populations have proven difficult to increase1.Recently, several scholars have

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Elisabeth Roberts, Northern Arizona University; Lori Rubino-Hare, Northern Arizona University; Haylee Nichole Archer, Northern Arizona University; Christine M. Cunningham, Museum of Science, Boston; Joelle Clark, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

interest, identity, and career aspirations, gains in 21st century skills, and possiblelearning gains [6], [7]. Leveraging these environments requires curricula that are appropriate forthe OST setting. Such curricula can engage learners, respond to their backgrounds and interests,and connect with home and communities [8]. High-quality OST engineering curricula thus canenhance youth learning and engagement, and are important tools for OST educators. Recently,engineering curricula have been developed specifically for the OST community. To engage alllearners, it is important that engineering curricula provide opportunities for youth to activelyengage in the practices of engineering, to see relevancy, to collaborate, and to have opportunitiesto develop

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carson Ohland, Purdue University, West Lafayette; Hoda Ehsan, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

, constructing knowledge, and solving problems [1].However, research has shown that undergraduate engineering students engage in limitedinformation gathering while working on engineering design tasks [2], suggesting that they mayneed to 'relearn' the question asking they naturally engaged in as children. At the same time,interest in engineering at the undergraduate level is often fostered through childhoodparticipation in engineering activities. Some argue that by the time children reach middle school,their interests and perceptions towards their future careers are established [3]. Therefore, whenchildren lack access to opportunities to learn about engineering in pre-college settings, thisresults in limited understanding about engineering and

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim

Tagged Divisions

Pre-College Engineering Education

Program (teep.tufts.edu).Dr. Kelli Paul, Indiana University-Bloomington Dr. Kelli Paul is a postdoctoral researcher in science education at Indiana University. She received her Ph.D. in Educational Psychology specializing in Inquiry Methodology from Indiana University in 2006. She managed a consulting business for 10 years working on evaluations that focused primarily in the areas of education and STEM for middle and high school students, especially women and minority students. Her research interests include student engagement and interest in STEM and STEM careers as well as the development of instruments and evaluation tools to assess these constructs.Dr. Adam Maltese, Indiana University-Bloomington Associate

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

education. In reviewing early attempts at K-12 engineering education, theNRC found that including engineering in K-12 education has numerous benefits including:improved learning and achievement in science and mathematics; increased awareness ofengineering and the work of engineers; understanding of and the ability to engage in engineeringdesign; interest in pursuing engineering as a career; and increased technological literacy. 2Initially individual states led the effort to include engineering in K-12 education. More recentlyattention has shifted to the national level by integrating engineering design into the NextGeneration Science Standards (NGSS) at the same level as scientific inquiry. The NRC notesthat the insight and interest students gain

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

that their lives are important and solving such problems is an actual career pathway. Real problems also allow students to bring their rich prior knowledge to the activity where they can feel like they already have some expertise. Matching this sort of informal expertise with the knowledge and skills they have been developing in school can help them see the value in what they’ve learned while also having them feel confident in their ability to solve the problem and create something meaningful. I find that the activities that tend not to work as well miss on one or more of these elements. For example, if we push everyone to design something in CAD to print on a 3D printer, it might not work for some

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

. When describing the impact of camp ontheir classroom practice, most teachers described pedagogical aspects of engineering design thatthey have adopted in their classroom, rather than simply borrowing the activities. Three teachersprovided generic descriptions of their practice without mentioning specific aspects of teachingengineering. And two teachers indicated that their experiences at summer camp helped preparethem for new careers in teaching engineering. All but one teacher (who did not respond to thatquestion) reported using the engineering design process in their classrooms, most (11) sayingthey used it frequently and explicitly and a few (3) saying they used it infrequently or planned touse it more in the future. These responses also

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Teresa Porter, Ohio State University; Meg E. West, Ohio State University; Rachel Louis Kajfez, Ohio State University; Kathy Lea Malone, Nazarbayev University; Karen E. Irving, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

. c American Society for Engineering Education, 2018 The Effect of Teacher Professional Development on Implementing Engineering in Elementary SchoolsAbstractIncreased attention on the implementation of engineering education into elementary schoolclassrooms aims to start preparing students early for potential engineering careers. In order toefficiently and effectively add engineering concepts to the curriculum, appropriate developmentand facilitation of engineering design challenges is required. Therefore, professionaldevelopment programs are necessary to educate teachers about engineering and how toadequately teach it. This paper explores the effects of an engineering professional developmentprogram for

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Isabel Maria Gossler, University of Arizona; Vignesh Subbian, University of Arizona; J. Jill Rogers, University of Arizona

Tagged Divisions

Pre-College Engineering Education

middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Edu- cation. Her interest lies in the K-12 pathway to engineering and ways to bring young people, particularly under represented populations, into STEM careers. c American Society for Engineering Education, 2018NeuroBytes: Development of Integrative Educational module across Neurophysiology and EngineeringAbstractNeuroBytes, electronic neuron simulators developed by NeuroTinker were originally designed toteach students more about neuroscience through the use of hands

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Camille Msall, Northwestern University; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

Pre-College Engineering Education

when a path is notstraight. Middle school is not only a prime time for adolescences to develop their 3D spatial skillsbut also a pivotal time for developing interest in STEM [8], [9]. Specifically, students’ pathwaysin the future have been found to be influenced by the experiences one has in middle school [10]For example, when eighth graders had expectations for a STEM-related career, they were 3.4 timesmore likely to earn a STEM related undergraduate degree compared to students without similarexpectations [11].Concerns Based Adoption Model (CBAM)The Concerns Based Adoption Model (CBAM) is an established framework that is used to describecurriculum adoption in K-12 educational settings [12]. CBAM consists of three components: (1)Levels

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bonnie Achee, Southeastern Louisiana University; Ahmad Fayed, Southeastern Louisiana University; Mehmet Emre Bahadir, Southeastern Louisiana University; Deborah Athas Dardis, Southeastern Louisiana University; Troy Williams, Southeastern Louisiana University; Wendy J. Conarro, Southeastern Louisiana University; Mohammad Saadeh, Southeastern Louisiana University; Tireka Cobb Ph.D., Louisiana Office of Student Financial Assistance

Tagged Divisions

Pre-College Engineering Education

subject and demand for more advanced workshops on 3D printing.The follow-up survey on Engineering and Virtual Technology reported that participants gainedknowledge about multiple tools that they can use for simulating physics concepts in their remoteclass delivery. They also learned about using 3 technology tools for instant response and gradingthat can make their classes more interactive, engaging, and time and effort saving.Future WorkIt is planned to continue these workshops on a monthly basis and hold them onsite and/or virtualto discuss more STEM related topics that can help high school teachers in their delivery, promoteand strengthen the student interest in STEM careers in their schools.AcknowledgementsThis camp is supported by LA GEARUP

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Kouo, Towson University; Stacy S. Klein-Gardner, Vanderbilt University; Medha Dalal, Arizona State University; W. Ethan Eagle, University of Maryland

Tagged Divisions

Pre-College Engineering Education

is currently engaged in multiple research projects that involve multidisciplinary collaborations in the field of engineering, medicine, and education, as well as research on teacher preparation and the conducting of evidence-based interventions in school environments.Dr. Stacy S. Klein-Gardner, Vanderbilt University Stacy Klein-Gardner’s career in P-12 STEM education focuses on increasing interest in and participation by females and URMs and teacher professional development. She is an Adjunct Professor of Biomedical Engineering at Vanderbilt University where she serves as the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project. Dr. Klein-Gardner formerly served as the chair of the ASEE

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

university’s maker space. On a small scale, the goalwas to expose the students to engineering and the university, but on a large scale, the goal was toexpose these students (many of whom are first-generation) to the opportunities available in college.PartnershipDe La Salle North Catholic High School (HS) is a private college preparatory high schoolproviding education to underserved students from the Portland, Oregon metropolitan area. Theschool offers standard math and science courses but does not have the resources or facultyexpertise to offer any engineering curriculum. The school focuses on college and career readiness.In fact, the students all participate in a corporate work-study program. Participation in the programmeans that the students attend

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Pre-College Engineering Education

future work in assessing teacher confidence inteaching soft robotics and engineering design as well as the impacts of teacher-delivered softrobotics curricula on students. Future measures may include teacher self-efficacy, studenttinkering self-efficacy, and STEM identity as methods to probe the impact of the curriculum onteachers, students, and classrooms either in person or virtually.AcknowledgementsThis work was supported by the Office of Naval Research (award # N000141912386), NationalScience Foundation (award #1830896) and the Tata Trusts through The Lakshmi Mittal andFamily South Asia Institute.References 1. G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: intersections with career outcome

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

local elementary and middle schools to increase student awareness of STEM.Another model is the ExxonMobil Bernard Harris Summer Science Camp [8]. This free camphas been offered at more than a dozen universities across the country aiming to build self-confidence and interest in STEM among middle school students, particularly fromunderrepresented populations, using a project-based inquiring learning model. However, themajority of these programs are not designed for early elementary grades, despite findings thatearly exposure positively impacts students' perceptions and dispositions toward STEM [9], [10],which increase the likelihood that students will ultimately pursue STEM careers [11].One OST program that does specifically target early

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Dr. Tejaswini S Dalvi, Univerisity of Massachusetts, Boston c American Society for Engineering Education, 2018 Elementary Students’ Disciplinary Practices During Integrated Science and Engineering Units (Work In Progress)As the STEM and STEAM movements converge with the incorporation of the ​Next GenerationScience Standards (NGSS)​ into state-level standards documents, there is deepened interest incontextualizing science learning experiences within engineering design problems [1], [2].Research conducted

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

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

expressed in this paper,however, are those of the authors and do not necessarily reflect e views of the NSF.References[1] Achieve, “Closing the expectation gap:2013 annual report on the aligment of state K-12 policies and practice with the demands of college careers,” 2013.[2] National Research Council, Next generation science standards: For states, by states. 2013.[3] B. M. Capobianco, M. Brenda, C. Nyquist, and N. Tyire, “Shedding light on engineering design.,” Sci. Child., vol. 50, no. 5, pp. 58–64, 2013.[4] N. Cross, The expertise of exceptional designers. Sidney, Austrialia: University of Technology, 2003.[5] N. R. Council, A framework for K-12 science education: Practices, crosscutting concepts, and core ideas