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Board 131: Engaging Underrepresented Students in Engineering through Targeted and Thematic Summer Camp Content (Work in Progress, Diversity)

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
Recommendations for Increasing Engagement among Women in STEM.,” Journal of STEM Education: Innovations \& Research, vol. 18, no. 1, pp. 92–97, 2017.[6] J. Bond, Y. Wang, C. S. Sankar, P. Raju, and Q. Le, “Female and minority students benefit from use of multimedia case studies,” International Journal of Engineering Education, vol. 30, no. 2, pp. 343–359, 2014.[7] P. et al Bell, Learning Science in Informal Environments: People, Places, and Pursuits. The National Academy Press, 2009.[8] D. Kilgore, C. J. Atman, K. Yasuhara, T. J. Barker, and A. Morozov, “Considering Context: A Study of First- Year Engineering Students,” Journal of Engineering Education, vol. 96, no. 4, pp. 321–334, 2007.[9] T. J. Puccinelli, M. E. Fitzpatrick, and G
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Development and Assessment of a Summer Program to Introduce High School Students to STEM Through Aviation and Transportation Engineering

Conference Session
Pre-college Engineering Education Division Technical Session 5
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jalil Kianfar P.E., Saint Louis University; Stephen M. Belt, Saint Louis University
Tagged Divisions
Pre-College Engineering Education
. Developingmodules related to these engineering disciplines would enable students to learn about a broaderrange of career opportunities in engineering. However, including additional modules in a week-long program may limit the time devoted to a meaningful introduction to each discipline.AcknowledgementsThe summer program was supported by the Federal Highway Administration National SummerTransportation Institute program. Authors would like to thank Elizabeth Reed of MissouriDepartment of Transportation and Lauren Paulwell of FHWA for their support of the program.Authors would like to thank Dr. Amanda L. Cox, Dr. John Buerck, Dr. Kyle Mitchell, Prof.Stephen Magoc, and Dr. Ronaldo Luna for their contributions to the program.References[1] S. Ivey, M. Golias
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Fundamental: Determining Prerequisites for Middle School Students to Participate in Robotics-based STEM Lessons: A Computational Thinking Approach

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
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Determining the Engineering Knowledge Dimension: What all High School Students Should Know to be Engineering Literate (Fundamental)

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
guiding questions: 1)! Is this a fundamental/technical core concept or sub-concept of engineering? Justify through narrative. 2)! Is this core concept or sub-concept appropriate for high school learners? Justify through narrative. 3)! How is this core concept or sub-concept connected to one or more Engineering Skill(s) and/or Engineering Habit(s) of Mind?On day two, participants were given two and a half hours to complete the task for theFundamental Elements. On day three, participants were given two and a half hours to completethe task for the Technical Elements. Figure 3: Taxonometric Structure for Engineering KnowledgeResults from Taxonomy Focus GroupsThere were two major pieces of foundational
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Board 109: Integrating a Teacher Professional Learning Experience into the GEAR UP Engineering Summer Camp (Work in Progress)

Conference Session
Pre-College Engineering Education Division Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education
Tagged Divisions
Pre-College Engineering Education
-focusedengineering summer camp. Although it is different from most other professional learningexperiences that are available to teachers, having the teachers participate in authentic engineeringexperiences with their students and giving them time to reflect on these experiences during theworkshops, is clearly beneficial to the teachers. With the changes that are being made to the nextGEAR UP Engineering Summer camp, it is expected that the benefits of having the professionallearning experience as a part of the camp will continue and that there will be additional benefitsas a result of the improvements made to the professional learning experience. References[1] S. Boesdorfer and K. Staude, “Teachers’ Practices in
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The State of Engineering Integration in K-12 Science Standards: Five Years After NGSS (Fundamental)

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
Engineering Education Standards: Opportunities and Barriers. Technology & Engineering Teacher, 70(5), 21-29.Carr, R. L., Bennett, L. D., & Strobel, J. (2012). Engineering in the K‐12 STEM Standards of the 50 US States: An Analysis of Presence and Extent. Journal of Engineering Education, 101(3), 539-564.Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of pre-college engineering education research (J-PEER), 4(1), 2.Moore, T. J., Tank, K. M., Glancy, A. W., & Kersten, J. A. (2015). NGSS and the landscape of engineering in K‐12 state science standards. Journal of Research
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Influences for Engineering Majors: Results of a Survey from a Major Research University

Conference Session
Pre-College Engineering Education Division Technical Session 20
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Sandra B. Nite, Texas A&M University; Devyn Chae Rice; Rayan Tejani, Allen Academy
Tagged Divisions
Pre-College Engineering Education
universities to identify students who may beinterested. They can provide more information and support as they encourage them to considerthese fields.References[1] English, T. (2016). Why isn’t America producing the number of engineers the market needs? Retrieved October 14, 2018 from http://shortsleeveandtieclub.com[2] National Science and Technology Council. (2011). The Federal Science, Technology, Engineering, and Mathematics (STEM) Education Portfolio. Washington DC.[3] Villorio, D. (2014). STEM 101: Intro to tomorrow’s jobs. Occupational Outlook Quarterly, 58(1), 2-12.[4] Hayes, S. (2017). Preparation matters most in STEM. ACT Research & Policy Brief.[5] President’s Council of Advisors on Science and Technology. (2010, September
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New Mexico PREP Academy from 2016-2019

Conference Session
Pre-college Engineering Education Division Technical Session 16
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jacqueline A. Zeiber, New Mexico State University; Tamara Elise Stimatze, New Mexico State University; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University
Tagged Divisions
Pre-College Engineering Education
/mentors by assessing previous implementations of the programand providing its staff with appropriate trainings.References 1. This material is based upon work supported by the National Science Foundation under Grant No. (NSF INCLUDES 1649378). 2. Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469–491. doi: 10.1111/j.1540- 4560.2011.01710.x3. DePass, AL.: Chubin, DE., (Eds.). (2009). Understanding intervention that encourage minorities to pursue research careers: Building a community of research and practice. Bethesda, MD: American Society
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High School Youths' Workplaces as Sites of Engineering Practices

Conference Session
Pre-college Engineering Education Division Technical Session 1
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Amy Wilson-Lopez, Utah State University; Jorge Americo Acosta Feliz
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
annual meeting of the Literacy Research Association, Dallas TX.6. Wilson-Lopez, A., Mejia, J. A., Hasbún, I. M., & Kasun, G. S. (2016). Latina/o adolescents’funds of knowledge related to engineering. Journal of Engineering Education, 105(2), 278-311.7. International Technology and Engineering Education Association. (2007). Standards fortechnological literacy: Content for the study of technology (3rd ed.). Reston, VA: InternationalTechnological Education Association.8. Smith, J., & Lucena, J. (2016). Invisible innovators: How low income, first generationstudents use their funds of knowledge to belong in engineering. Engineering Studies, 8(1), 1-26.9. Smith, J., & Lucena, J. (2016). ‘How do I show them I’m more than a person who can
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Assessing High School Science Teachers’ Nature of Engineering (NOE) Perceptions with an Open-ended NOE Instrument (Fundamental)

Conference Session
Teacher Attitudes, Beliefs, & Self-efficacy
Collection
2018 ASEE Annual Conference & Exposition
Authors
Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas; Ezgi Yesilyurt, University of Nevada, Las Vegas; Johana Iglesias, University of Nevada, Las Vegas
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
self-motivated andheld high self-efficacy in teaching. Having teachers with above average motivation may havecaused a deeper learning of engineering design, which resulted in high scores and holdinginformed NOE views.AcknowledgementsOpinions, findings, conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation. Thismaterial is based upon work that was partly funded by the National Science Foundation undergrant number IIA1301726.References[1] National Research Council. (2012). A framework for K-12 science education: Practices,crosscutting concepts, and core ideas. National Academies Press.[2] National Research Council. (2006). America's lab
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The Effect of Summer Engineering Camps on Students’ Interest in STEM

Conference Session
Pre-college Engineering Education Division Technical Session 16
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Jessica Marie Faber, Wartburg College; Luke G. Grzech, Wartburg College; Murad Musa Mahmoud, Wartburg College; Kurt Henry Becker, Utah State University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
. Linger, “Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education,” Hofstra University, United States -- New York, 2016.[3] K. Hamrick, “ Women, Minorities, and Persons with Disabilities in Science and Engineering,” 08-Mar-2019. [Online]. Available: https://ncses.nsf.gov/pubs/nsf19304/digest/field-of-degree-women#computer-sciences. [Accessed: 1/27/20].[4] M. Linger, “Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education,” Hofstra University, United States -- New York, 2016.[5] M. Yilmaz, J. Ren, S. Custer, and J. Coleman, “Hands-On Summer Camp to Attract K–12 Students to Engineering Fields,” IEEE Transactions on Education, vol. 53, no. 1, pp. 144– 151,2010.[6
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Factors Influencing the Interest Level of Secondary Students going into STEM fields and their parents’ perceived interest in STEM (Evaluation)

Conference Session
PCEE Evaluation Studies
Collection
2018 ASEE Annual Conference & Exposition
Authors
Murad Musa Mahmoud, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Max L Longhurst, Utah State University; R. Ryan Dupont, Utah State University; Nancy Mesner, Utah State University; Jim Dorward, Utah State University
Tagged Divisions
Pre-College Engineering Education
perceptions offemale and male K-12 students: effects of a multimedia overview on elementary, middle-, andhigh-school students,” European Journal of Engineering Education, vol. 38, no. 5, pp. 519–531,2013. 15[7.] N. Abaid, V. Kopman and M. Porfiri, "An Attraction Toward Engineering Careers: TheStory of a Brooklyn Outreach Program for KuFFFD12 Students," IEEE Robotics & AutomationMagazine, vol. 20, no. 2, pp. 31-39, June 2013.doi: 10.1109/MRA.2012.2184672[8.] A. Paulino, P. Babb, C. Saar, S. Friesen, and J. Brandon, “Engaging high school students inan engineering thermodynamics project,” IEEE Global Engineering Education Conference(EDUCON), 2014.[9.] J
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Hk Maker Lab: Creating Engineering Design Courses for High School Students (Evaluation -or- Other)

Conference Session
Makerspaces
Collection
2018 ASEE Annual Conference & Exposition
Authors
Aaron Kyle, Columbia University; Christine Kovich, HYPOTHEkids; Michael A. Carapezza, Hk Maker Lab
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
NY State Engineering Activities Performance Outcomes Focus Students Objectives/Goals Design Standard(s)  What defines a Introduce students to Oceanic plastic example Students are able to Asking Questions and problem? the concept of a problem: students read one-page construct a complete Developing Problems -  What questions do problem definition article about oceanic plastic problem definition Ask questions to clarify we
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Impact of an After School STEM Service Learning Course on Undergraduate Students (RTP)

Conference Session
Professional Development for Pre-Service and In-Service Teachers
Collection
2019 ASEE Annual Conference & Exposition
Authors
Julie Fogarty, California State University, Sacramento; Corinne Lardy, California State University, Sacramento
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
, conclusions, and recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the university.ReferencesAdams, A.E., Miller, B.G., Saul, M., and Pegg, J. (2014). “Supporting Elementary Pre-Service Teachers to Teach STEM Through Place-Based Teaching and Learning Experiences.” Electronic Journal of Science Education (Southwestern University), 18(5), 1-22.Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 national survey of science and mathematics education. Chapel Hill, NC: Horizon Research, Inc.Bush, S. B. & Cook, K. L. (2016). “Constructing authentic and meaningful STEAM experiences through university
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Engineering Outreach: Ambassador Girls Empowering Girls in the Field

Conference Session
Pre-college Engineering Education Division Technical Session 15
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Sarah Hug, Colorado Evaluation and Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation; Trina L. Fletcher, Florida International University; Araceli Martinez Ortiz, Texas State University; Michael A. Soltys, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
design of the face to face workshops in 2019 were influenced by Techbridge Girls’ expertiseand bank of curricular resources, feedback provided in one-on-one interviews with the firstcohort of Ambassadors in 2018-2019, and EngineerGirl staff and evaluators’ impressions ofcohort 1’s struggles. For example, the difficulty one Ambassador had in securing space for anevent led to the recommendation to have a project management workshop for cohort 2. Table 2below highlights the list of workshop topics that were discussed during the 2019 event. Workshop Workshop Topic Component 1 Icebreakers 2 Gender Responsiveness
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Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy

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
seminar was supported bythe Oregon GEAR UP program in conjunction with the U.S. Department of Education, throughthe GEAR UP program, grant No. P334S140033. The opinions expressed are those of theauthors and do not represent the views of the GEAR UP program or the U.S. Department ofEducation.References1. States, N.L., Next Generation Science Standards: For States, By States, Education, Editor. 2013, The National Academies Press: Washington, DC.2. Yoon Yoon, S., M.G. Evans, and J. Strobel, Validation of the Teaching Engineering Self‐ Efficacy Scale for K‐12 Teachers: A Structural Equation Modeling Approach. Journal of Engineering Education, 2014. 103(3): p. 463-485.3. Board, N.S., Science and Engineering Indicators 2016. 2016: Arlington, VA.4
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Long Term Impact of New Jersey National Summer Transportation Institute Hosted at Rowan University on Career Choices of Cohorts (Evaluation)

Conference Session
Pre-College Engineering Education Division Technical Session 9
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Kristine Rivera, Center for Research and Education in Advanced Transportation Engineering Systems; Ayman Ali; Yusuf Mehta P.E., Rowan University; Shivani D Patel, New Jersey Department of Transportation
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
college. Based on the comments from the fourteen students, they believed that NSTI had animpact on the career choice. Therefore, NSTI offered at Rowan University continues to have a long-termimpact on the students.ACKNOWLEDGEMENTThe authors would like to acknowledge the USDOT, the Federal Highway Administration, and the NewJersey Department of Transportation/Division of Civil Rights for funding this study through the NationalSummer Transportation Institute.References1. Ali, A. Mehta, Y., Patel, S., Evaluation of the 2017 National Summer Transportation Institute Hosted atRowan University, Proceedings of the 2018 ASEE Annual Conference Proceedings, Salt Lake City, UT.
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Effect of COVID on a High School Engineering Curriculum (Work in Progress)

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
remains to incorporate other teacher feedback into a more complete analysis.Teachers also gave regular reflections through the course management site, and participated infocus groups a few times throughout the year. This initial investigation of individual teacherinterviews, when supplemented with this additional data, should allow us to investigate teachermotivation and perception of success more fully.Acknowledgements:The authors appreciate the contributions of the entire e4usa team. This material is based uponwork primarily supported by the National Science Foundation (NSF) under NSF Award NumberEEC- 2033445. Any opinions, findings, and conclusions, or recommendations expressed in thismaterial are those of the author(s) and do not necessarily
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Work. Study. Play!

Conference Session
Pre-college Engineering Education Division Technical Session 14
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
James R. McCusker, Wentworth Institute of Technology; Alex Spiro Burch; Jasmine Maya Andrade, Wentworth Institute of Technology
Tagged Divisions
Pre-College Engineering Education
beprovided questions that evaluate W.S.P. 's ability to meet the following criteria. Is it easilydeployable in the classroom? Does it allow students to meet learning outcomes? Are teachersmeeting classroom standards? Is there student engagement, and are they meeting diverse needs ofthe students. Are the classes well-structured units and lessons? Is there student motivation in acollaborative learning environment? Is there a variety of assessment methods? Is the teacherdrawing analysis and conclusions and then sharing it with the students? Figure 7: Educator InterfaceParents - Parental and guardian observation can be recorded during the study portion of Work.Study. Play!. The child’s progress can be viewed
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The Card-Board DIY Microcontroller for Use with Paper Mechatronics (Resource Exchange)

Conference Session
PCEE Resource Exchange
Collection
2019 ASEE Annual Conference & Exposition
Authors
Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium
Tagged Divisions
Pre-College Engineering Education
Foundation under Grant No. IIS-1735836. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation.
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Exploring the Use of Approximations of Practice in the Context of Elementary Teachers’ Attempts at Implementing Engineering Design-based Science Teaching

Conference Session
Elementary Engineering
Collection
2018 ASEE Annual Conference & Exposition
Authors
Brenda M. Capobianco, Purdue University, West Lafayette; Jeffrey D. Radloff, Purdue University, West Lafayette
Tagged Divisions
Pre-College Engineering Education
ETS1.B: Developing Possible SolutionsOptimization IMP Students identify one or more feature(s) to ETS1.C: Optimizing the improve upon Design Solution REDES Students redesignData analysisObservation data were analyzed using event mapping of core instructional practices across timeand design task (see Figure 1). Data timelines offered a visual comparison of the range ofactivities over time as well as the approximate length of each. Segments of data for eachclassroom event map were classified and labeled based on explicit engineering design phasesexpressed in the
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Developing Engineering Proficiency and Self-Efficacy Through a Middle School Engineering Course (Fundamental)

Conference Session
Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions
Collection
2018 ASEE Annual Conference & Exposition
Authors
Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology
Tagged Divisions
Pre-College Engineering Education
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Teacher Implementation of Structured Engineering Notebooks in Engineering Design-based STEM Integration Units (Fundamental)

Conference Session
Professional Development for Teachers
Collection
2018 ASEE Annual Conference & Exposition
Authors
Hillary E. Merzdorf, Purdue University, West Lafayette; Amanda C. Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette
Tagged Divisions
Pre-College Engineering Education
necessarily reflect the views of the National ScienceFoundation.References[1] Cross, N., & Cross, A. C. (1998). Expertise in engineering design. Research in Engineering Design, 10(3), 141–149. ​https://doi.org/10.1007/BF01607156​.[2] Daly, S. R., Adams, R. S., & Bodner, G. M. (2012). What does it mean to design? A qualitative investigation of design professionals’ experiences. ​Journal of Engineering Education, 101​(2), 187–219. ​https://doi.org/10.1002/j.2168-9830.2012.tb00048.x​.[3] Sanya, I. O., & Shehab, E. M. (2015). A framework for developing engineering design ontologies within the aerospace industry. ​International Journal of Production Research, 53​(8), 2383–2409. ​https://doi.org/10.1080
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Board 119: Pre-engineering Programs and the Instillment of Empowering Abilities for Minorities: the Case of the SaviaLab Program

Conference Session
Pre-College Engineering Education Division Poster Session
Collection
2019 ASEE Annual Conference & Exposition
Authors
Constanza Miranda, Pontificia Universidad Catholica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile - Dilab UC - School of Engineering; Hellen Massiel Fuenzalida , Pontificia Universidad Católica de Chile- Ingeniería UC- Dilab
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
thematic ‘semi-structured’ interviews (Flick, 2009). Resultswill be coded using open coding technique (Glaser & Strauss, 1999). Data collection should starton the second semester 2019. We expect to collect around 600 participants in the quantitativephase and around 30 in the qualitative phase.ReferencesAuthor (2019). Antro-Diseño. Santiago: Ediciones UC (in press)Burke, R.J., (2007). Women and minorities in STEM: a primer. In R.J. Burke and M.C. Maitis (Eds.), Women and Minorities in science, technology, engineering and mathematics: Upping the numbers (pp. 3-7). Bodmin, Cornwall: MPG Books Ltd.Cabrera, A. F. & La Nasa, S. (2000). On the path to college: Three critical tasks facing America's disadvantaged. Center for the
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Empathy, Engineering, and Girls

Conference Session
Pre-college Engineering Education Division Technical Session 17
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Deborah Besser P.E., University of St. Thomas; Karin Brown, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Tami Brass, University of St. Thomas and St. Paul Academy and Summit School; Rebecca Ann Leininger, University of St. Thomas; Annmarie Thomas, University of St. Thomas
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
lack of participants understanding other points of view and a lack ofconnectedness with other participants. In prior years, this lack of connection led to studentsstruggling with at least two components of the engineering design process: 1. students werereluctant to collaborate with their peers, as they were often “stuck” on using their own ideas and2. students had difficulty defining the purpose for their designs, or in other words, difficultyexplaining the problem(s) they were trying to solve [13]. These findings were a springboard forconsidering how to effectively integrate empathy and engineering as the thread which weaves theprogram together. Program designers intentionally wove empathy connections with people’sreal-life stories into the
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Engaging High School Students in Building Prefabrication (Resource Exchange)

Conference Session
Pre-college Engineering Education Division Technical Session 13
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Luciana Debs, Purdue University, West Lafayette; Yunfeng Chen, Purdue University, West Lafayette; Jiansong Zhang
Tagged Divisions
Pre-College Engineering Education
Paper ID #29421Engaging High-School Students in Building Prefabrication (ResourceExchange)Luciana Debs, Purdue University Programs Luciana Debs, is an Assistant Professor of Construction Management in the School Construction Manage- ment Technology at Purdue University. She received her PhD from Purdue University Main Campus. Her previous degrees include a MS from the Technical Research Institute of Sao Paulo (IPT-SP), and BArch from the University of S˜ao Paulo (USP), in Sao Paulo, Brazil. Prior to her current position she worked in design coordination in construction and real estate development companies in Brazil. Her
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The Role of All-Female STEM Spaces in Encouraging High School Girls to Pursue STEM (Fundamental, Diversity)

Conference Session
Pre-College Engineering Education Division Technical Session 9
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Mariel Kolker, Morris School District
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
focus groups the other participantsactively nodded and verbally agreed, underscoring these feelings. One participant, Julia, gaveher perspective of the gender bias she feels when she noted the lack of female engineers in herown family: I just think that like it's kind of like in our nation's like culture. Or in a way like, like in like the 50’s or 60’s or whatever. It was like in history like the women were the ones that just like stayed home and like the men were the ones out working like my, all my like my grandparents were engineers like my mom's cousins were engineers. The uncles are engineers, like none of my mom's sisters are engineers. None of my grandma's were engineers. And so I don't know. I think
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Board 118: Implementation of an Engineering Summer Camp for Early-Elementary Children (Work in Progress)

Conference Session
Pre-College Engineering Education Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University; Amber L. M. Kendall, Tufts Center for Engineering Education and Outreach; Daniel Gordon Mendiola Bates, North Carolina State University; Whitney N. McCoy, North Carolina State University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
timing of activities and scaffolding would allow campers to progressto activities that require more independence and stronger understanding.The end of day closing session was modeled after the 3rd through 5th grade camps [1] and didn’tfit well in this camp. The format involved discussing the results of each of the activities doneduring the day, acknowledging the winning camper teams by bringing them up to the front of thecamp, and having the winning teams explain their design and the process they experienced inachieving their success. The end of day also included each team teacher lead recognizing certaincampers from their team that best exhibited the habits of mind that day, as well as a dining awardfor the camper(s) who exhibited commendable
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A Successful Pre-college Nanotechnology Experience for Low-income Students (Evaluation)

Conference Session
PCEE Evaluation Studies
Collection
2018 ASEE Annual Conference & Exposition
Authors
Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Agnes M. Padovani, University of Puerto Rico, Mayaguez Campus; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez Campus
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
. Álvarez, “Nanotechnology Center in Mayagüez: An International Venue for Cutting-Edge Technologies,” Dimensión Ingeniería y Agrimensura CIAPR, vol. 28, no. 4, pp. 7–15, 2014.[2] División de Estadísticas de la Secretaría Auxiliar de Planificación y Desarrollo Educativo, “Estudios Socioeconómicos,” Departamento de Educación de PR, 2015-2016.[3] S. L. Dika, J. E. Alvarez, J. Santos, and O. M. Suárez, “School-based Clubs as a Mechanism to Increase Student Interest in Materials Science Engineering and Nanotechnology among Underserved Groups,” MRS Proceedings, vol. 1320, 2011.[4] S. L. Dika, J. E. Alvarez, J. Santos, and O. M. Suárez, “A Social Cognitive Approach to Understanding Engineering Career Interest and Expectations among
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Evaluating the use of a Personalized Learning Management System to Increase Student Enrollment in High School Physics (Evaluation, Diversity)

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
in Canada,” 2010. Retrieved from: http://publications.gc.ca/collections/collection_2012/rs gc-serc/NS3-46-2010-eng.pdf.[3] E.A. Cech, “Culture of disengagement in engineering education?" Science, Technology & Human Values vol. 39, no. 1, pp. 42-72, 2014.[4] W. Cummings, and O. Bain, “Where Are International Students Going?” International Higher Education, vol. 43, 2015.[5] R. Rockland, D. Bloom, J. Carpinelli, L. Burr- Alexander, L., Hirsch, and H. Kimmel, “Advancing the “E” in K-12 STEM education,” Journal of Technology Studies, vol. 36, no. 1, pp. 53-64, 2010.[6] S. Catsambis, “Gender, race, ethnicity, and science education in the middle grades,” Journal of Research in Science Teaching, vol. 32, no
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