Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Shari Weaver, Worcester Polytechnic Institute; Gretchen Fougere, STEM Leadership Advisors

Tagged Divisions

Pre-College Engineering Education

engaged secondary students in hands-on engineering challenges, reaching over 17,600 students. She partnered with funders, such as AT&T, NASA, Accen- ture, Genzyme, and the National Science Foundation, and created inquiry-based STEM programs that inspired and challenged diverse students with a variety of learning styles, often in underrepresented and underserved communities. The Massachusetts high tech community recognized Fougere as a Mass Tech Woman to Watch and Carnegie Corporation/100kin10 appointed her as one of 20 national Fellow. She advised the Society of Women Engineers and Graduate Women in Engineering and Science. She actively collaborated with the Engineering and Education Faculty at BU and beyond and

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

situated in the Engineering for US All (e4usa): A National Pilot Programfor High School Engineering Course and Database program, a new pre-college engineeringinitiative funded in 2018 by the National Science Foundation. The program aims to demystifyengineering for all high school students as an avenue to engineering literacy and a means ofenhancing potential engineering pathways [17]. The e4usa course was intentionally designed tobe inclusive by providing engineering design experiences relating to student fields of interest inlocal and global contexts. The course objectives are broken down into four major threads andwoven through seven units. The four threads include: a) discovery of the discipline ofengineering and engineering identity, b

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

onintroducing students to engineering, the focus of such interventions and studies has shifted toconstructs that researchers believe will be better predictors of students choosing to pursueengineering as a college major and/or career (Hynes et al., 2017). Those include identity,perceptions of engineering, attitudes and beliefs toward engineering, self-efficacy in engineering,and interest in engineering. One factor that has been consistently cited among those conductingresearch and evaluation of such programs is students’ perceptions, attitudes, and beliefs towardengineering (Hynes et al., 2017). There have been mixed results with respect to the extent towhich in-school and out-of-school engineering programs are able to increase students’perceptions

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

(Table 4), as it required too much interpretation by theobserver to score it consistently; this reduced the number of items to 13.Step 4: Second pilot, review, and revisions.After a year of developing the protocol items and item levels, the coding team (composed of fourgraduate students and two post-doctoral researchers) participated in intensive training with thePIs on using the STEM-OP. Part of this was done as two new post-doctoral researchers and onenew graduate student replaced graduating members of our project team. This training was alsointended to help all of us further refine our own understanding of the 13 items to improve ourability to score reliably. The training included various iterations of (1) collectively watching avideo and