Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Emily Fuller, Tufts University; Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University

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Diversity

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Pre-College Engineering Education

Paper ID #25750”Maybe If I Put My Mind To It”: 5th Graders’ Receptivity to Pursuing En-gineering Careers (Fundamental)Ms. Karen Miel, Tufts University Karen Miel is a PhD student in STEM Education at Tufts University. Karen served as the Director of Research and Innovation at the science center CuriOdyssey and the Education Director of the Palo Alto Junior Museum and Zoo after teaching elementary and middle school. Her research focuses on elementary students’ reasoning and decision-making in collaborative engineering design.Dr. Merredith D. Portsmore, Tufts University Dr. Merredith Portsmore is the Director for Tufts Center

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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Diversity

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Pre-College Engineering Education

Paper ID #25275Middle School Teacher Professional Development in Creating a NGSS-plus-5E Robotics Curriculum (Fundamental)Dr. Shramana Ghosh, NYU Tandon School of Engineering Shramana Ghosh received her Ph.D. in Mechanical Engineering from University of California, Irvine in 2017, her Masters in Industrial Engineering from Texas A&M University in 2013, and her Bachelors in Manufacturing Processes and Automation Engineering from University of Delhi in 2011. She is currently working as a postdoctoral associate at the Mechanical and Aerospace Engineering Department, NYU Tandon School of Engineering, NY, USA. In this

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

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Diversity

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Pre-College Engineering Education

togetherto make electricity as they investigate how motors work. Squishy circuits are an electrical circuitanticipatory set. Opening questions include “where do you use electricity in your life?” and“what are some ways that your life would change without electricity?” Inquiry on the art botsallows for a deeper understanding on how electricity travels and how off-set motors function. Anempathetic connection is focused on boy who had developed acute flaccid myelitis and needsassistance with coloring projects [20]. Engineering of the art bot then led to students naming anddecorating their bots while keeping their stakeholder in mind. Returning the shared conversationto the boy allowed for learners to reconsider their purpose. Play included in the

Conference Session

Engineering Design for Elementary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Pre-College Engineering Education

Paper ID #27412Investigating Children with Autism’s Engagement in Engineering Practices:Problem Scoping (Fundamental)Ms. Hoda Ehsan, Purdue University-Main Campus, West Lafayette (College of Engineering) Hoda is a Ph.D. student in the School of Engineering Education, Purdue. She received her B.S. in me- chanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests include designing informal setting for engineering learning, and promoting engineering

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

schoolthat focused on promoting STEM learning for underrepresented populations through makerspaceexplorations bounded in STEAM practices. This paper and research ask, “What do kindergartenmakerspaces look like in the El Paso-Juarez border region?”, “How do engineering and artintersect in kindergarten makerspaces?” and “What occurs, is experienced or learned in theseintersections in a kindergarten makerspace?” We contend that skills and knowledge developed in makerspaces straddle STEM,specifically the design process commonly discussed in engineering education, in relation to theEngineering is Elementary model [3] and studio art practices, described by Hetland et al’s [4]Studio Habits of Mind. Our approach, very much like Lachapelle and

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Alberto López Pulido , University of San Diego

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Diversity

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Pre-College Engineering Education

toooften face in U.S. classrooms. It posits that Laura engaged in activities that have similarities toengineering habits of mind and dispositions, yet her knowledge can potentially beunacknowledged or honored in engineering classrooms. At the core of this problem is the lack ofvalidation of the material realities of the adolescent. Often, the narratives of people of color areomitted from the engineering curriculum; thus, continuously reproducing social inequalities andacademic hierarchies. In engineering, particularly, the material realities of students of color–which are perceived as non-sophisticated epistemologies–are replaced by dominant discourses.The embodied knowledge, practices and forms of expression of Latinx youth have a place in

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greg J. Strimel, Purdue University at West Lafayette (PPI)

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Pre-College Engineering Education

and curricular resources forachieving engineering literacy for all. This resource exchangedocument will provide a brief introduction to the framework andexplore how the highlighted concepts can build upon each otherto influence more immediate and purposeful instructionalpractice. The complete framework can be downloaded forfree at https://p12framework.asee.org/.Defining Engineering Learning: The framework operationally defines Engineering Learning as three-dimensional which includes 1) the Engineering Habits of Mind (i.e., Optimism, Persistence, Creativity,Systems Thinking, Collaboration, and Conscientiousness) that students should develop over time throughrepetition and conditioning, 2) the Engineering Practices (i.e., Engineering Design

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University; Laura Rodríguez Amaya

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Diversity

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Pre-College Engineering Education

comments as the interview begins. She does not speak about her careerawareness easily, but does indicate that she might like being an engineer: “Because I like building stuff. I like building stuff…like when I got a crank car at Christmas”When she is asked if there is any reason she might have thought she couldn’t be a scientist,engineer, or mathematician, she agrees that this might have been at a time when she thought thatshe might not be able to pursue a science career, but she reports that it wasn’t the camp that changedher mind. It was herself. “Well, when I wasn't very good at math, but the camp did not change my mind. That was like pretty much the only reason I went to the camp because it was – because it was Science

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

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Diversity

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Pre-College Engineering Education

Paper ID #23942Promoting the STEM Pipeline and Enhancing STEM Career Awareness ThroughParticipation in Authentic Research Activities (RTP, Diversity)Dr. Bugrahan Yalvac, Texas A&M University Bugrahan Yalvac is an associate professor of science and engineering education in the Department of Teaching, Learning, and Culture at Texas A&M University, College Station. He received his Ph.D. in science education at the Pennsylvania State University in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Linda S Hirsch, New Jersey Institute of Technology

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Diversity

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Pre-College Engineering Education

Paper ID #23808The Effectiveness of a Multi-year Engineering EnrichmentDr. Linda Hirsch, New Jersey Institute of Technology LINDA S. HIRSCH is the Assistant Director for Research, Evaluation and Program Operations for the Center for Pre-College programs at New Jersey Institute of Technology. Dr. Hirsch has a degree in educa- tional psychology with a specialty in Educational Statistics and Measurement from the Graduate School of Education at Rutgers University. She has been involved in all aspects of educational and psychological research for over 20 years. Dr. Hirsch has extensive experience conducting longitudinal research

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sally T. Wei, University of Nebraska, Lincoln; Trish Wonch Hill, University of Nebraska, Lincoln

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Diversity

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Pre-College Engineering Education

design skills and concepts[2]. It not only helps them tomake connections between the classroom and the real world, but instructs them in vital skillssuch as problem solving, critical thinking, communication, and team building[3], [4]. Theseengineering “habits of mind” become part of a student’s mental toolkit, teaching them skillsnecessary to solve problems and derive meaning from their world[5]. These tools are beneficialto them regardless of chosen professions, and teaches them to function intelligently andthoughtfully in a modern technological society[4].In addition to becoming technologically literate and educated in the engineering habits of mind,youth must also see engineering as a viable career option. There is a growing body of

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

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Pre-College Engineering Education

relevance of those ideas, and ● The number of relevant ideas used providing accommodating feedback to (mind map, outline teams of students. Idea generation will prepare students for the next phase of the engineering design cycle. ● The ratio of student-generated vs. teacher-generated potential The teacher will facilitate classroom consequences compared to the BOY. activities that account for the social and ● Percent of positive and percent

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University

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Diversity

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Pre-College Engineering Education

Paper ID #26311Board 121: Development of a Create-a-Lego-Engineer Activity to ExamineStudents’ Engineering IdentityDr. Kelli Paul, Indiana University 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

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education

achieve specific objectives. Discourse analysis revealed peer responses characterizedas either socially supportive or socially unsupported and demonstrated that students typicallyrelied on supportive social responses to resolve the uncertainties they encountered as theyengaged in the task. This paper focuses on exploring student perceptions of collaborativeengineering design experience and the ways in which they collaborate as they complete a novelengineering design task.The hope of curricular interventions is that, through engineering experiences, students willdevelop habits of mind than will enable them to apply the Engineering Design Process (EDP) tosolve engineering problems [2]. However, as much of the research on students use of the

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lawrence Chu, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Christina L. Baze, University of Texas at Austin; Hannah Smith Brooks, University of Texas at Austin

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Diversity

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Pre-College Engineering Education

design, 4) increasedinterest in pursuing an engineering career, and 5) improved technological literacy [4]. With thesegoals in mind, the objective of this study was to examine how a newly developed instructionalmodel, known as Argument Driven Engineering (ADE), is related to changes in middle schoolstudents’ attitudes toward engineering and participation in engineering careers. This study ofengineering attitudes is important both for developing effective curriculum and pedagogy forengineering in science classrooms, and also for addressing nation-wide problems with diverserepresentation and participation in engineering degree programs and occupations.In 2012 the President’s Council of Advisors on Science and Technology issued a reportprojecting

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

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Pre-College Engineering Education

keep in mind as we modify existing features and implement new ones? Based on your analysis of the space, identify one social distancing challenge that your team will address in that space. Propose a solution to address the challenge to ensure the space can be safely used when social distancing is the norm.The experience was designed so participants would learn about and receive resources related toengineering practices [7, 8]: a) the engineering design process [1] and human centered-design[9], b) the engineering habits of mind [10], and c) engineering notebooks [11]. The committeegathered materials that could serve as references about the pandemic, such as health guidelinesand suggestions for schools. These

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

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Diversity

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Pre-College Engineering Education

Paper ID #26025Board 114: Developing a Model of Disciplinary Literacy Instruction for K-12Engineering Education: Comparing the Literacy Practices of Electrical andMechanical Engineers (Fundamental)Theresa Green, Utah State University - Engineering Education Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing.Dr. Angela Minichiello P.E., Utah State University Angela Minichiello is an assistant professor in the Department of Engineering Education at Utah State

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

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Diversity

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Pre-College Engineering Education

practices, appliedscientific and mathematical content, and engineering habits of mind that working high schoolyouth engaged in while they were at work in different locations. Accordingly, the researchquestion guiding this study was: What engineering-related practices, scientific ormathematical content, and engineering habits of mind did high school youth engage inwhile at work? By identifying engineering-related practices, bodies of knowledge, and habits ofmind derived from youth’s workplaces, the purpose of this study was to lay the groundwork forthe development of educational programming which can leverage youth’s workplace-derivedskills and bodies of knowledge toward future engineering careers. Literature

Conference Session

Informal Engineering Education with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Schetema Nealy, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas

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Diversity

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Pre-College Engineering Education

Paper ID #26456SISTEM: Increasing High School Students’ Engineering Career Awareness(Evaluation, Diversity)Dr. Schetema Nealy, University of Nevada, Las VegasDr. Erica J. Marti, University of Nevada, Las Vegas Erica Marti completed her PhD in Civil and Environmental Engineering at the University of Nevada, Las Vegas (UNLV). She holds a Master of Science in Engineering and Master of Education from UNLV and a Bachelor of Science in chemistry from the University of Illinois at Urbana-Champaign. Prior to graduate studies, Erica joined Teach for America and taught high school chemistry in Las Vegas. While her primary research

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

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Diversity

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Pre-College Engineering Education

were two middle school units enacted in this study. One focused on the challengeof conserving, filtering, and reusing water in extreme environments, and the other challengedstudents to learn about and design multiple remote sensing technologies, and then to use thosetechnologies to explore a model “mystery moon.” Each unit consists of eight one-hour,sequenced activities. Throughout each unit, youth are introduced to engineering practices andhabits of mind through an Engineering Design Process (EDP), which they use as a guide whileworking in small groups to design a solution to an engineering challenge. The EDP begins withidentifying a problem that needs to be solved and investigating what has already been done.Next, engineers imagine different

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas

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Pre-College Engineering Education

a product by the end of the lesson. Students will need to  be able to determine a community need in addition to designing and creating a smaller-scale example of their solution. They will need to  keep in mind ​who t​ hey are designing for; it is not for themselves! Once complete, students will present their projects in an engineering  exhibit, and evaluate each other’s solutions. Looking for more inspiration?​ You can prompt your students to design something more specific. For example: Have your students design a shelter for victims of natural disasters or political conflict. Have your students design a library for small villages without access to this resource. The possibilities are endless! Project Checklist: What are you trying

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris San Antonio-Tunis, Museum of Science, Boston; Joelle Clark, Northern Arizona University; Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

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Diversity

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Pre-College Engineering Education

of understanding how youths’ interests and attitudes toward engineering develop in out-of-school-time environments.Our research questions are as follows:  What engineering practices or habits of mind (HoM) emerge as OST youth engage in engineering activities?  How do these HoMs impact youth’s interests and attitudes toward engineering?MethodsSite SelectionWith a goal of understanding the development of youth attitudes toward engineering in the OSTsetting, we began recruiting OST programs into the study. A limited budget required that we caprecruitment at four sites; however, we wanted these sites to represent both school-affiliated andnon-school-affiliated programs from urban, suburban, and rural locations. We chose two sites

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

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Diversity

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Pre-College Engineering Education

Coordinator for Minds in Motion in 2014, which later developed into also coordinating Design Camp, Physics Camp, Geography Camp and Business Camp! She is passionate about inspiring youth to explore, enrich their knowledge and be active!Dr. Philip Egberts, University of Calgary Philip Egberts obtained his Ph.D. from the McGill University in Montreal, Canada specializing in Exper- imental Condensed Matter Physics, while completing most of his research at the INM-Leibniz Institute for New Materials in Saarbr¨ucken, Germany. Following his PhD studies, he joined the Carpick Research Group in the Mechanical Engineering and Applied Mechanics department at the University of Pennsyl- vania as a Natural Sciences and Engineering

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

interest in engineering in general, and provide information onhow to pursue interests in engineering including eventual career paths. It is therefore crucial thatengineering students remain involved in the program to serve as role models and team memberswho are comfortable with the content knowledge applied in the activities. However, it is believedthat Access Engineering also could benefit greatly from leadership by those with experience inchildcare and education. With these considerations in mind, pre-service teachers were employedas leadership team coordinators (i.e., activity leaders), and engineering students were retained asleadership team (i.e., activity assistants).Novel Opportunities for Pre-Service Teachers In addition to helping

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill

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Pre-College Engineering Education

Radford University. She received her doctorate in instructional design and technology from Virginia Tech.Dr. Marlena McGlothlin Lester, Virginia Tech Marlena McGlothlin Lester is the Director of Advising for the Department of Engineering Education at Virginia Tech. She leads the undergraduate advising team and oversees the advising process for all General Engineering students. She is responsible for the development of a hands-on, minds-on orien- tation model for all first-year engineering students, the creation of a comprehensive engineering major exploration tool, Explore Engineering, and enhancement of the academic planning resources available for first-year engineering students. Marlena strives to transform the

Conference Session

Underrepresented Populations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne; John Daniel Ristvey Jr., UCAR Center for Science Education; Randy Russell, UCAR Center for Science Education; Tamara Sumner

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Diversity

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Pre-College Engineering Education

Paper ID #22256From Toys to Tools: UAVs in Middle-school Engineering Education (RTP)Miss Srinjita Bhaduri, University of Colorado, Boulder Srinjita Bhaduri is a PhD student in Computer and Cognitive Science at University of Colorado Boulder. Her research examines how educational technology can improve student engagement and student learning, often focusing on underserved populations.Katie Van HorneMr. John Daniel Ristvey Jr., UCAR Center for Science Education John Ristvey, M.S., (UCAR, Principal Investigator), is development lead for Engineering Experiences in collaboration with Dr. Tammy Sumner, Srinjita Bhaduri, and Dr

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

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Pre-College Engineering Education

likethemselves; they appreciated spending several intensive days with girls who also valued learningmore about Engineering and were also planning projects to reach out to younger girls. “During the conference, all the [Ambassadors] were able to really grow close with each other.”Three Ambassadors reported that the younger girls in their projects/club were able to make newconnections with their peers. Some girls had known each other previously, but many of the girlswent to outreach clubs/programs run by the Ambassadors without knowing the otherparticipants. Ambassadors reported that they enjoyed helping younger girls to find like-minded(i.e., engineering-interested) peers. “They had never talked to each other or anything, but they made

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University, University Park; Gregory John Kelly, Pennsylvania State University ; Natacha Meyer

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Diversity

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Pre-College Engineering Education

Paper ID #25425Affordances of Engineering for Elementary-aged English Learners (Funda-mental, Diversity)Dr. Christine M. Cunningham, Dr. Christine Cunningham is an educational researcher who works to make engineering and science more relevant, accessible, and understandable, especially for underserved and underrepresented populations. She focuses on developing research-based, field-tested curricula. For sixteen years, she worked as a vice president at the Museum of Science where she was the Founding Director of Engineering is Elementary, a groundbreaking program that integrates engineering concepts into preschool

Conference Session

Modeling, Inquiry, Engineering Literacy & Argumentation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Roxanne A. Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Pre-College Engineering Education

Paper ID #22325Effective Design-based Implementation Research Using Complex Systems Mod-eling (Fundamental)Roxanne A. Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innovations from K-12 up to the collegiate level. She received her Ph.D. in Mechanical Engineering from Georgia Tech in 2012.Dr. Michael Helms, Georgia Institute of TechnologyDr. Marion Usselman, Georgia Institute of Technology

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Beth Ann White

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Diversity

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Pre-College Engineering Education

would address in the Engineering Applications course the following year. During thisproblem identification phase, Ms. Green had the idea of building a tiny house in mind and wasworking on a proposal for the grant that would ultimately support the project. However, sheintentionally did not propose the specific idea to students. Instead, she led students through aseries of exercises in which they identified and researched various problems within theircommunity, including housing scarcity. Observing students’ genuine interest in the problem ofhousing scarcity, Ms. Green arranged for the class to meet with a potential “client”, anAmericorps member who worked at the school as part of the MakerVista program. This visitorshared the challenges she