Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

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Pre-College Engineering Education

summers, engaging in engineering research and writing pre-college engineering curricula. Her research interests include physics and engineering education and teacher professional development. c American Society for Engineering Education, 2018 Integrating Authentic Engineering Design into a High School Physics Curriculum (Work in Progress)Background and ObjectivesThe Framework for K-12 Science Education calls for the integration of engineering practicesinto pre-college science classrooms [1], because “providing students a foundation in engineeringdesign allows them to better engage in and aspire to solve the major societal and

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Catherine Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Jennifer L. Chiu, University of Virginia

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Diversity

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Pre-College Engineering Education

Paper ID #32972Elementary Teachers’ Verbal Support of Engineering Integration in anInterdisciplinary Project (Fundamental, Diversity)Miss Sarah Catherine Lilly, University of Virginia Sarah Lilly is a PhD student in the Department of Curriculum, Instruction and Special Education at the University of Virginia. She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Educa- tion from The College of William and Mary. Her research centers on STEM education, particularly using qualitative methods to understand the integration of math and science concepts with computational mod- eling and engineering design

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Sarah J. Fick, University of Virginia; Jennifer L. Chiu, University of Virginia; Kevin W. McElhaney, Digital Promise

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Pre-College Engineering Education

Paper ID #28921Supporting Upper Elementary Students’ Engineering Practices in anIntegrated Science and Engineering Unit (Fundamental, Diversity)Miss Sarah Lilly, University of Virginia Sarah Lilly is a PhD student in the Department of Curriculum, Instruction and Special Education at the University of Virginia. She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Educa- tion from The College of William and Mary. Her research centers on STEM education, particularly using qualitative methods to understand the integration of math and science concepts with computational mod- eling and engineering design

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Briscoe, American Society of Naval Engineers; Leigh S. McCue, George Mason University; Dale A. Lumme, American Society of Naval Engineers

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Pre-College Engineering Education

Paper ID #26694Implementing and Integrating an Engineering Video Game into a Variety ofEducational ContextsMr. Michael Briscoe, American Society of Naval Engineers I am the Educator-in-Residence at the American Society of Naval Engineers. ASNE was founded in 1888 for the betterment of naval engineers and the field of naval engineering. Today, that means that ASNE has an active, cutting-edge STEAM program based around a free naval engineering video game called FLEET. We are beginning to publish our findings on implementing an engineering video game across a variety of K-12 educational contexts. I also am ABD in Educational

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Samantha A. Murphy, Southern Illinois University, Edwardsville; Matt Johnson; Georgia Bracey, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University Edwardsville; Ann Vogel, iBIO Institute

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Pre-College Engineering Education

Illinois and California, directing research, business develop- ment, operations, quality assurance, sales and marketing. Ann is a licensed acupuncturist, holds an MS in Traditional Chinese Medicine and a BS in Nutrition from the Midwest College of Oriental Medicine. In 2010, Ann co-founded Point of Health Acupuncture and owns Birdhouse Acupuncture, both health and wellness businesses. Ann received her BS in Biology from the University of Illinois at Chicago. c American Society for Engineering Education, 2019 Optimizing the Integration of Computational Thinking i​n​to a STEM Curriculum for a Minority Girls’ After-School Program (prek-12, Work-in-Process-Diversity

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

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Diversity

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Pre-College Engineering Education

 present and future.  Additionally, the underrepresentation of females in the areas of science, technology, engineering, and mathematics (STEM) has been well documented [2].  It is crucial for girls who aspire to STEM careers to have access to learning environments that engage them in scientific and mathematical practices and that support a growth mindset.  Including an art component with the integration of science, technology, engineering, and mathematics (STEAM) engages students in authentic problem­solving through creative design experiences [3].    Objectives In partnership with a National Science Foundation (NSF) funded Research Experience for Teachers (RET) program at the University of Washington’s Center for Sensorimotor Neural Engineering

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

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Pre-College Engineering Education

role she supports and studies use of robotics in K-12 STEM education. Her other research interests include robotics, mechanical design, and biomechanics.Mrs. Veena Jayasree Krishnan, NYU Tandon School of Engineering Veena Jayasree Krishnan received a Master of Technology (M. Tech.) degree in Mechatronics from Vel- lore Institute of Technology, Vellore, India in 2012. She has two years of research 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

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sylvia W. Thomas, University of South Florida; Scott W. Campbell, University of South Florida; Manopriya Devisetty Subramanyam, University of South Florida; Cheryl R. Ellerbrock, University of South Florida

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Pre-College Engineering Education

Paper ID #27540Contemporary STEM Issues: Engineering Training of Pre-Service Teachersfor Middle School STEM Curriculum Development (Evaluation)Dr. Sylvia W. Thomas, University of South Florida Dr. Sylvia Wilson Thomas is currently an Associate Professor in Electrical Engineering and former Assistant Dean for the College of Engineering at the University of South Florida in Tampa, Florida. She holds several patents and has over twenty-five years of experience in industry and academia. Research Interests Sylvia Wilson Thomas, Ph.D. leads the Advanced Materials Bio and Integration Research (AMBIR) lab- oratory at USF. Dr

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Clapper Bergsman, University of Washington; Eric H. Chudler, University of Washington

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Pre-College Engineering Education

educators are aligned to the Next Generation Science Standards and provide suggestions for integrating neuroscience content, neuroethics, andengineering design challenges. The teachers implemented the lessons in their own classroomsand then revised them based on piloting feedback before the units were published.Currently, nine teacher-authored curriculum units for secondary STEM courses are available,with more added each year. Many units utilize engaging technologies—such aselectromyographically-controlled robotic gripper hands, circuit boards, SnapCircuits, ArduinoUno rigs, and SpikerBoxes—that illustrate basic concepts of the sensorimotor feedback loop.The study of bioethics is

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Jason Weinberg Weinberg, Oakland University

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Pre-College Engineering Education

Paper ID #28852A Pathway Towards STEM Integration: Embodiment, Mathematization, andMechanistic ReasoningDr. Paul Jason Weinberg Weinberg, Oakland University Dr. Paul J. Weinberg is an Associate Professor of Mathematics and STEM Education at Oakland Univer- sity (Rochester, MI), where he teaches methods courses for pre- and in-service secondary mathematics teachers. In addition, he teaches mathematics content courses, in the Department of Mathematics and Statistics, for elementary education majors. Dr. Weinberg’s research focuses on students’ reasoning within STEM disciplines, in the context of schooling; this focus has

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

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Pre-College Engineering Education

this study was to understand how an integrated teaching model (e.g., science,engineering, and mathematics) influenced 5th-grade students' perceptions of their mathematicsand engineering abilities. We sought to answer the following research question using a sequentialmixed methods research design: how do 5th-grade students' mathematics and engineeringself-efficacy and instrumentality for abstract mathematics concepts change because of anintegrated teaching experience?We utilized self-efficacy [1] and perceived usefulness [2] frameworks to explore how studentsdevelop their perceived abilities and usefulness of mathematics through integrated instruction.Seventeen students from a Title-I elementary school worked in teams to design solutions

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas; Rachel Farah, University of St. Thomas; Tami Brass, St. Paul Academy and Summit School

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Diversity

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Pre-College Engineering Education

alongside key concepts and practicesin the informal teaching and learning space.Implementation StrategiesThis case study is based on an informal education program which provides students with anopportunity to dive into hands-on engineering. This program also serves as a laboratory settingfor teacher-researchers to pilot new programming that they would not have the opportunity to trywithin the formal classroom. The program serves approximately 100 diverse 6th and 8th gradegirls in an engineering summer program. The diversity of the educators may add to theinnovation with formal educators including a secondary math teacher, K-5 STEAM specialists,an inclusion coordinator, a tech integration specialist, secondary science educationundergraduates

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

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Pre-College Engineering Education

sciences in New Jersey. She joins their dedicated research on STEM teacher development and leadership. Dr. Larson continues to pursue research interests in assessments and accountability in STEM teacher education, identity and agency in STEM teacher development, and community-centered STEM curriculum and programs. American c Society for Engineering Education, 2021 Studying In-service Teacher Professional Development on Purposeful Integration of Engineering into K-12 STEM Teaching (Research to Practice)AbstractIntegrated STEM approaches in K-12 science and math instruction can be more engaging andmeaningful for students and

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremy Dylan Smith M.S., Virginia Tech; Vinod K. Lohani, Virginia Tech

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Diversity

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Pre-College Engineering Education

. Contemporaneously, this lab has also hosted an NSF/REU sitesince 2011 [1, 3, 13].Professional Development ReviewProfessional development (PD) is required of many teachers. Teacher PD has been shown toimprove student achievement in science [14], and PD is considered imperative to the realizationof standards in curriculum [15]. Teachers are typically required to earn a certain number ofcontinuing education credits (CEUs) as part of their work contract. CEUs may be earned anumber of ways, including workshops and courses at nearby institutions, however this can beproblematic. One-shot workshops designed for teacher enrichment can be useful, howeverlonger-term PD programs are required to support standards which reach all students [15]. Thelimitations of the

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University

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Diversity

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Pre-College Engineering Education

whilestudents completed an engineering design challenge and attempted to apply epistemic frames toassess student ways of being an engineer.Creation of Engineering Epistemic Frame for K-12 Engineering (EEFK12) The engineering epistemic frame for K-12 (EEFK12) was created by synthesizing localframeworks[9], higher education goals, policy directives[33, 34], and relevant literature. Thedevelopment of the frame occurred using a similar process used by Chesler and colleagues [32]in the development of an online professional practice simulator for freshman undergraduates andArastoopour and colleagues’ virtual internship[29] where they used ABET Criterion 3 as afoundation. Local standards from Massachusetts were used because the curriculum for thesummer

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology

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Pre-College Engineering Education

Meltem Alemdar (PhD) is Associate Director and Senior Research Scientist at Georgia Institute of Tech- nology’s Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher pro- fessional development, and student learning in integrated STEM environments. Dr. Alemdar is currently co-PI for research on various NSF funded projects. In addition, she has been external evaluator for various NSF Projects over the past nine years. Her expertise includes program evaluation, social network analysis and quantitative methods such as Hierarchical Linear Modeling, and Structure Equation Modeling. As part of an

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

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Pre-College Engineering Education

Paper ID #23672Implementation of an Engineering Summer Camp for Early-Elementary Chil-dren (Work in Progress)Dr. Laura Bottomley, North Carolina State University Dr. Laura Bottomley, Teaching Associate Professor of Electrical Engineering and Elementary Education, is also the Director of Women in Engineering and The Engineering Place at NC State University. She has been working in the field of engineering education for over 20 years. She is dedicated to conveying the joint messages that engineering is a set of fields that can use all types of minds and every person needs to be literate in engineering and technology. She

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Ming Tomayko, Towson University

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Pre-College Engineering Education

Paper ID #29409Kindergartners’ Engagement in an Epistemic Practice of Engineering:Persisting and Learning from Failure (Fundamental)Pamela S. Lottero-Perdue Ph.D., Towson University Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy and Geosciences at Towson University. She has a bachelor’s degree in mechanical engineering, worked briefly as a process engineer, and taught high school physics and pre-engineering. She has taught engineering and science to children in multiple formal and informal settings. As a K- 8 pre-service teacher educator, she

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Schulte Grahame, Northeastern University; Christos Zahopoulos, Northeastern University; Rajini Jesudason, Northeastern University

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Pre-College Engineering Education

Paper ID #29090Preparing HS Students to Succeed in STEM Fields via an Early CollegeExperience (Evaluation)Dr. Kathryn Schulte Grahame, Northeastern University Dr. Kathryn Schulte Grahame is an Associate Teaching Professor at Northeastern University and a mem- ber of the first-year engineering team. The focus of this team is on providing a consistent, comprehensive, and constructive educational experience that endorses the student-centered, professional and practice- oriented mission of Northeastern University. She teaches the Cornerstone of Engineering courses to first- year students as well as courses within the Civil

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

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Pre-College Engineering Education

nature, engineering and teaching both require problem solving, and integrating the topicsand practice of engineering research with the extant curriculum in a STEM classroom also requirescreativity and innovation. One explanation for the benefit of cognitively-diverse teams oncomplex, creative tasks is the cognitive diversity hypothesis [13,18,19]. The cognitive diversityhypothesis posits that dissimilarity in team makeup (with regard to task-related attributes)discourages groupthink and encourages positive member disagreement, debate, and discussion, aswell as introducing differing attitudes, perspectives, and knowledge structures [18-23]. Similarly,the information processing perspective provides an additional framework to explain

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

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Pre-College Engineering Education

hold an undergraduate degree in a STEM field and may not even befamiliar with the acronym. This preliminary study evaluates the impact of an After SchoolSTEM service learning course on undergraduate preservice teachers (PSTs). This course wasdesigned with the broad goal to engage undergraduates who are thinking about becomingteachers (going on to a credential program after graduation) in a service learning course in whichthey engage in a pre-credential field experience. As part of this experience, undergraduates learnabout STEM integration in teaching and STEM based activities, and then teach those activities toelementary students in local after school programs. The main research questions for this studyinclude: A) How did the service learning

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education

Paper ID #25863Participation in Small Group Engineering Design Activities at the MiddleSchool Level: An Investigation of Gender DifferencesJeanna R. Wieselmann, University of Minnesota Jeanna R. Wieselmann is a Ph.D. Candidate in Curriculum and Instruction and National Science Foun- dation Graduate Research Fellow at the University of Minnesota. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. She is interested in integrated STEM curriculum development and teacher professional de- velopment to support gender-equitable

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University; Chelsea Joy Andrews, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston; Christine M. Kelly

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Pre-College Engineering Education

Paper ID #33711Assessing Elementary Students’ Engineering Design Thinking with an”Evaluate-And-Improve” Task (Fundamental)Nicole Alexandra Batrouny, Tufts University Nicole Batrouny is a PhD candidate in Mechanical Engineering at Tufts University. Her engineering education research interests include upper elementary engineering education, integrated science and en- gineering, collaboration in engineering, and decision making in engineering. For her Master’s thesis, she uncovered talk moves used by 4th grade students that fostered collaborative, disciplinary decision-making during an engineering design outreach program. For

Conference Session

Pre-college Engineering Education Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Richard Duschl, Southern Methodist University; Kristine Reiley, Southern Methodist University; Kenneth Berry, Southern Methodist University

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Pre-College Engineering Education

Paper ID #29207Student Dispositions Toward STEM: Exploring an Engineering Summer Campfor Underrepresented Students (Work in Progress)Dr. Jeanna R. Wieselmann, Southern Methodist University Dr. Jeanna R. Wieselmann is a Research Assistant Professor at Southern Methodist University in Dal- las, TX. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. Dr. Wieselmann’s research has explored student participation patterns in small group STEM activities. She is interested in STEM schools, inte- grated STEM curriculum development

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Manzano, California Polytechnic State University, San Luis Obispo; Emma Della; Gerome Cacho; Drew Miller; Dennis Derickson, California Polytechnic State University, San Luis Obispo

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Pre-College Engineering Education

a thriving program within a month. The project team aimed to replicate as many of the residential program features as possible. EPIC is more than lectures and engineering labs. An example of the virtual program schedule can be seen in Appendix II.B. Project selection and core curriculum development In early June 2020, a small team of California Polytechnic State University faculty and EPIC staff collaborated to create a new set of laboratory activities for the online EPIC summer program experience. To develop a virtual lab curriculum, there were several objectives to meet and challenges to overcome. The primary objectives were to provide a project or series of projects introducing participants to engineering over the course of

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane Elisa Golding, University of Texas at El Paso; Heather Kaplan, University of Texas El Paso

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Pre-College Engineering Education

essential knowledge and skills in 2015 and,while engineering is now a recognized subject, many K-5 teachers, especially, do not feelprepared to integrate engineering into their pedagogy [2]. The idea of early childhood makerspace as a place to facilitate engineering teaching andlearning is a relatively new notion. While the makerspace concept began in the early 21stcentury, it’s standing in higher education settings and high school curricular activity is steadilyincreasing in acceptance and practice. The idea of a makerspace in public school Kindergarten isnovel, and especially in the southwest region. This paper describes an ethnographic case study ofa kindergarten makerspace and researcher lead collaboration within a local elementary

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

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Pre-College Engineering Education

understanding of NOE aspects or improved them.Keywords: NOE, engineering design process, nature of engineering, secondary science teachers,NGSS, engineering design challenge, professional development, cognitive apprenticeshipIntroductionTo meet the demand of an increasing science and engineering workforce, teachers must beprepared to integrate engineering in their instruction. There are some attempts at policies andeducational reforms aimed at changing science and engineering education to improve students’understanding of engineering and to influence more students to study those degrees [1], [2].Teacher training programs in the US do not adequately prepare secondary science teachers tointegrate engineering in their curriculum and, in turn, to increase

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elodie Billionniere, Miami Dade College; Lawrence Eric Meyer Jr., Miami Dade College

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Pre-College Engineering Education

populations. He assisted in the creation of MDC’s current cloud curriculum and has been awarded a $600,000 ATE NSF grant to create an advanced cloud degree program for upskilling and reskilling the regional workforce. Holding AWS Solutions Architect and Developer certifications, along with Azure and Google cloud he is leading the effort into multi-cloud implementations for education in DevOps and Data Analytics. American c Society for Engineering Education, 2021 Expanding Literacy’s Boundaries in K-12 with Cloud Literacy (Work in Progress)AbstractThe migration of infrastructure from on premise installation and maintenance of

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

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Pre-College Engineering Education

, Washington, June 2015. Gregorio, J. et al. (2013). Music technology as a vehicle to STEM/STEAM for high school students. ASEE Annual Conference, Atlanta, Georgia, June 2013. Head, L.M. (2011). Signals, systems, and music: General education for an integrated curriculum. ASEE Annual Conference, Vancouver, BC, Canada, June 2011. Hill, C. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women. National Science Foundation (2014). Women, minorities, and persons with disabilities in science and engineering. Alexandria, VA. White, K., & Wasburn, M. (2006). A protocol for evaluating web based resources to interest girls in STEM careers

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda S Hirsch, New Jersey Institute of Technology

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Pre-College Engineering Education

Programs, which is stillcalled FEMME for the original name, “Females in Engineering: Methods, Motivation andExperiences”, was designed specifically for young girls in an effort to increase the number ofwomen interested in engineering and other technological careers. Although research on thebenefits and relative effectiveness of single-gender education remains inconclusive, considerableresearch does describe many benefits of single-gender education for girls in addition to improvedacademic performance, including increased confidence and self-efficacy, being more likely toask questions, and maintaining behaviors that tend to disappear due to male dominance in theclassroom [90]. In the absences of truly integrated STEM curriculum in K-12 classrooms