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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Diversity

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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

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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Diversity

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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

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandria Muller, University of California, Santa Barbara; Liliana Garcia, University of California, Santa Barbara; Ron Kevin Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Danielle Harlow, University of California, Santa Barbara

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Pre-College Engineering Education

Paper ID #33435Student Communication of Engineering Design Solutions (Fundamental)Alexandria Muller, University of California, Santa Barbara Alexandria is a third-year doctoral student working with Dr. Danielle Harlow in the Gevirtz Graduate School of Education at University of California, Santa Barbara. She received her B.S. in Ecology and Evolutionary Biology from the University of Arizona in 2017. She has worked with informal science institutions for the past 11 years, including The Chandler Museum, Tucson Children’s Museum, and Biosphere 2. Currently, her research interests are facilitator, curriculum and exhibit

Conference Session

Pre-College Engineering Education Division Technical Session 15

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stacy S. Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education

the parent of one student participant and knows theother two children. The children may have felt compelled to give answers that they thought theauthor wanted to hear during the interviews and the sessions themselves.Because this was a one-time limited experience of three children during extraordinary times, theresults may not be broadly applicable. The research questions should be further addressed withstudies on a larger number of children and in different settings.References[1] L. Vygotsky, "Biographical Note," in Mind in Society: Development of Higher Psychological Processes, Cambridge, MA, London, England, Harvard Univresity Press, 1978, pp. 15-16.[2] C. M. Cunningham and C. P. Lachapelle, "Designing engineering experiences to engage

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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Diversity

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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 Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meltem Alemdar, Georgia Institute of Technology; Hoda Ehsan, Georgia Institute of Technology ; Christopher Cappelli, Georgia Institute of Technology; Euisun Kim, CEISMC; Roxanne Moore, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marc Weissburg, Georgia Institute of Technology

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Pre-College Engineering Education

Paper ID #33586Biologically Inspired Design For Engineering Education: Online TeacherProfessional Learning (Evaluation)Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal 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

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramya Sivaraj, University of Minnesota; Jeanna R. Wieselmann, Southern Methodist University; Gillian Roehrig, University of Minnesota - Twin Cities

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Pre-College Engineering Education

. (2012). The Informed Design Teaching and Learning Matrix. Journal of Engineering Education, 101(4).[13] Moje, Elizabeth & Collazo, Tehani & Carrillo, Rosario & Marx, Ronald. (2001). “Maestro, what is ‘quality’?”: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching. 38. 10.1002/tea.1014.[14] Vygotsky, L. S. (1934, 1978). Mind in society: The development of higher psychological processes. (Cole, M., John-Steiner, V., Scribner, S. & Souberman, E., Eds.) Cambridge, Mass: Harvard University Press.[15] Sandoval, W.A., Bell, P., Coleman, E., Enyedy, N., & Suthers, D. (2000). Designing knowledge representations for learning epistemic practices

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Amber Simpson, Binghamton University

Tagged Divisions

Pre-College Engineering Education

children’s STEM learning in a children’s museum. Early Child. Res. Q. 29, 333–344.[14] Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.[15] Benson, P. (1997). The philosophy and politics of learner autonomy. In Autonomy and independence in language learning (pp. 18-34). Longman.[16] Creswell., J. W. (2013). Qualitative inquiry & research design: choosing among the five approaches. Thousand Oaks, CA: Sage Publications, Inc.[17] Chenail, R. J. (2012). Conducting qualitative data analysis: Qualitative data analysis as a metaphoric process. Qualitative Report, 17(1), 248-253.[18] Carnevale, A. P., Smith, N., & Melton, M. (2011). STEM: Science Technology Engineering Mathematics

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Davide Guzzetti, Auburn University

Tagged Divisions

Pre-College Engineering Education

dramatically change the estimated Keep in While the pendulum swings, observe its motion carefully. How fast is it outcome. Asteroid orbits are also swinging? How wide is the diameter of the oval being painted? Are there chaotic, as well as turbulence from Mind! any noticeable patterns, or is the motion random? jet engines. Part Two: Damped Pendulum Next, students will create a damped pendulum. By simply untying the yarn from the yardstick and threading a paper cone onto the string, the structure will be altered enough to make a significant difference in the motion of the pendulum, demonstrating chaos

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lydia Ross, Arizona State University; Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University; Jacob Roarty

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Diversity

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Pre-College Engineering Education

careers andpathways. Phase I and II were done in collaboration with teachers participating in the teacher PDsessions, while Phase III entailed specific breakout sessions just for counselors. Participantsattended at least one synchronous session (approximately three hours) per week, including anintroductory kickoff meeting with the project team and collaborative sessions with teachers.Counselors were given opportunities in these sessions to undertake activities in teams.Discussions were held to share experiences and reflect on their learning of engineering.Asynchronous sessions afforded counselors with opportunities to work on engineering projectsindividually, read relevant literature, and construct mind maps demonstrating their understandingof

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Letourneau, New York Hall of Science; Dorothy Bennett, New York Hall of Science; ChangChia James Liu, New York Hall of Science; Yessenia Argudo, New York Hall of Science; Kylie Peppler, University of California, Irvine; Anna Keune, Ruhr-University Bochum; Maggie Dahn, University of California, Irvine; Katherine McMillan Culp, New York Hall of Science

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Diversity

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Pre-College Engineering Education

. Dr. Peppler’s studies have been published in leading journals in the fields of education, technology and the arts, including Science Education; Computers & Human Behavior; Mind, Culture & Activity; British Journal of Educational Technology; Journal of Science and Educational Technology; Review of Research in Education; and Learning, Media & Technology, among others. Dr. Peppler currently sits on the Editorial Boards for the International Journal for Computer Supported Collaborative Learning and Computer Science Education. American c Society for Engineering Education, 2021

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute; Purvi Shah, Worcester Polytechnic Institute; Gbetonmasse B. Somasse, Worcester Polytechnic Institute; Dhvani Gangadia, Worcester Polytechnic Institute; Michael A. Gennert, Worcester Polytechnic Institute; Walter Towner, Worcester Polytechnic Institute; Torbjorn S. Bergstrom, Worcester Polytechnic Institute

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Diversity

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Pre-College Engineering Education

Paper ID #33004Preparing the Next Generation Advanced Manufacturing Workforce UsingCollaborative Robots and Experiential Learning (Work in Progress)Mr. Kenechukwu Churchill Mbanisi, Worcester Polytechnic Institute Kenechukwu C. Mbanisi received the B.Eng. degree in electrical and electronic engineering from Covenant University, Nigeria, in 2013, and the M.S. degree in robotics engineering from Worcester Polytechnic Institute (WPI), MA, USA in 2018. He is currently working towards the Ph.D. degree in robotics engi- neering from WPI, USA. His research interests include shared autonomy, haptic feedback, human motion modeling

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

Paper ID #34771Utilizing an Engineering Design-Based Research Approach to Study andStrengthen a Teacher Preparation Program in STEM at the Secondary Level(Work in Progress)Dr. Katherine C. Chen, Worcester Polytechnic Institute Dr. Katherine C. Chen is the Executive Director of the STEM Education Center at Worcester Polytechnic Institute (WPI). Her degrees in Materials Science and Engineering are from Michigan State University and MIT. Her research interests include pre-college engineering education, teacher education, and equity in education.Shari Weaver, Worcester Polytechnic InstituteDr. Gretchen Fougere, STEM Leadership

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara Fagundes, Purdue University; Nrupaja Bhide, Purdue University ; Tamara J. Moore, Purdue University ; Kristina Maruyama Tank, Iowa State University of Science and Technology

Tagged Divisions

Pre-College Engineering Education

years to promote computer science skills in the initialschool years. Nowadays, computational thinking has been widely recognized as a fundamentalskill to be used by everyone in the world by the middle of the 21st Century. Computationalthinking is also considered crucial for developing engineering habits of minds and solvingengineering problems [2]. When students work on coding, they can learn how to design acomputer program while developing their computational thinking skills [3]. Computationalthinking (CT) includes the thought processes involved in formulating problems, solvingproblems, building systems, and human behavior through the lens of computer science concepts[4]. However, little is known about how and to what extent children acquire

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Adrianne J. Wheeler, Project SYNCERE; Jason Coleman, Project SYNCERE

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Diversity

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Pre-College Engineering Education

developing their skills and interest in the STEM fields to ensuretheir success at the post-secondary level and beyond. The fundamental principles of E-CADEMY are based on a combination of best practices from research including: a project-basedlearning (PBL) curriculum, high dosage model, cohort of like-minded peers, engagement withSTEM professionals, and family engagement [4]-[8]. This paper provides an overview of theprogram’s component, student feedback and program model future considerations.II. Program Overview Project SYNCERE has provided equitable hands-on engineering experiences for morethan 20,000 underrepresented students in grades three through twelve since 2011. The goal of theorganization’s work is to create pathways for

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Pre-College Engineering Education

conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] E. P. Cunningham, “A typology of mathematical moments in kindergarten classrooms,” Ph.D. dissertation, Graduate College, University of Nebraska, Lincoln, NE, 2018.[2] E. R. Banilower, P. S. Smith, K. A. Malzahn, C. L. Plumley, E. M. Gordon, and M. L. Hayes, Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc., 2018.[3] C. N. Lippard, M. H. Lamm, K. M. Tank,and J. Y. Choi, “Pre-engineering thinking and engineering habits of mind in preschool classroom,” Early Childhood Education Journal, vol. 47, pp. 187-198, 2019.[4] B. L. Dorie, T. R. Jones, M. C

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

) may influence enactmentof interdisciplinary engineering curricula in elementary classrooms.Figure 1. Adapted Gess-Newsome (2015) framework used in this study. In particular, this study uses the lens of topic-specific professional knowledge (TSPK) tounderstand how teachers use curricular materials to shape engineering instruction. TSPKinvolves knowing ways in which to organize and represent content, including how to integratecontent, practices, and habits of mind within lessons. TSPK also involves knowledge ofappropriate instructional strategies, including knowledge of potential alternative student ideaswith students at a particular grade band. For example, for teachers to support modeling acrossdisciplines of science, engineering, and

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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Diversity

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Pre-College Engineering Education

interests and attitudes. International Journal of Education in Mathematics, Science and Technology, 6(3), 221-240.[9] Neathery, M. F. (1997). Elementary and secondary students' perceptions toward science and the correlation with gender, ethnicity, ability, grade, and science achievement. Electronic Journal of Science Education, 2(1).[10] U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2014 and 2018 Technology and Engineering Literacy (TEL) Assessments.[11] Lucas, B. & Hanson, J. (2016). “Thinking Like an Engineer: Using Engineering Habits of Mind and Signature Pedagogies to Redesign Engineering Education

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

University of Iowa Dr. Rethwisch is a professor of chemical and biochemical engineering at the University of Iowa. His current research interest is assessing the impact of secondary curricula (particularly problem/project based learning curricula) on student interest and performance in science and mathematics, and on their interest in careers in STEM fields.Mark Andrew McDermott American c Society for Engineering Education, 2021A CASE STUDY ON HOW TEACHERS’ KNOWLEDGE AND BELIEFSINFLUENCE THEIR ENACTMENT OF PROJECT LEAD THE WAY CURRICULUM 1AbstractThe purpose of the study aimed at gaining a better

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Perkins Coppola, Purdue University Fort Wayne

Tagged Divisions

Pre-College Engineering Education

questions as a whole class before going into the design process. I observed that the students were more concerned about building and launching the catapults rather than thinking about the process that allows them to build and be successful. – 4th grade Much of the rushed discussion involved teaching about the engineering design process..Many expressed a desire to “be more mindful of the process” and “putting more emphasis onwhat stage we were in.” One wished they had created a “powerpoint or some anchor chart todisplay each step” and expressed concern that the second grade students

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

Paper ID #34826Introducing Multidisciplinary Engineering in a Diverse InterdisciplinaryVirtual Summer Camp for Underrepresented 9th - 12th Graders in RuralLouisiana (Evaluation, Diversity)Dr. Deborah Athas Dardis, Southeastern Louisiana UniversityDr. Ahmad Fayed, Southeastern Louisiana University Ahmad Fayed is an Assistant Professor of Engineering Technology, a former member of the Experiential Learning team, and the Teaching Excellence Team at Southeastern Louisiana University. Ahmad holds a Ph.D. in Mechanical Engineering from the University of Nevada Las Vegas (UNLV) and taught several engineering classes at multiple

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jake Walker Lewis; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

EESI in all courses they teach, such as Palden whoincorporates ethics in her environmental courses, but not necessarily in her engineering courses.Ron was an engineering teacher who strongly integrated environmental/societal impacts. I would definitely say [environmental and societal impacts] is on the forefront of my mind, and in the past when I have developed projects for students that has been a key motivator. We had one group that tried to make a solar powered car, so I think the societal/ environmental impacts have always been a driving but underlying force in pretty much all of the big projects that I’ve done. It’s hard to find hope these days in the world at large, but I definitely have hope in

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Soo Hyeon Kim, Indiana University-Purdue University Indianapolis

Tagged Divisions

Pre-College Engineering Education

Paper ID #33519Motives, Conflicts and Mediation in Home Engineering Design Challengesas Family Pedagogical Practices (Fundamental)Dr. Jungsun Kim, Indiana University Bloomington Jungsun Kim, Ph.D. is a research scientist at Indiana University in Bloomington. Her research focuses on how students can consistently develop their talents throughout their educational experiences and in what ways parents, school, and community support students from underrepresented groups support it.Dr. Soo Hyeon Kim, Indiana University-Purdue University Indianapolis Soo Hyeon Kim is an assistant professor of Library and Information Science at School

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

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Pre-College Engineering Education

(students were Day 1 expected to maintain an e-journal throughout the program) Engineering Design ● Explain and demonstrate the EDP Day 2 Process Introduction ● EDP Lab - Design an Aluminum Foil Boat Ask ● Introduction to One Health Day 3 ● Systems Thinking and Mind Mapping ● Criteria and Constraints Research and ● Introduction to circuits, sensors, and energy harvesting Day 4/5 Technical Skill ● Technical Tutorials on Hardware Platforms (Arduino and Development Lilypad) and Software Tools (TinkerCad) Imagine & Plan

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mariel Kolker, Morris School District

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Diversity

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Pre-College Engineering Education

Paper ID #34794The Role of All-Female STEM Spaces in Encouraging High School Girls toPursue STEM (Fundamental, Diversity)Dr. Mariel Kolker, Morris School District Dr. Mariel Kolker is a second-career teacher of high school physics, engineering and nanoscience. She earned her B.S. in Mechanical Engineering from Rutgers University, and her MBA in Finance from Ford- ham’s Gabelli Graduate School of Business, and worked for a decade in the Power Generation, Trans- mission & Distribution Industry before entering teaching in 2000. She earned her Ed.D. in Educational Leadership in STEM from UMass Lowell. Her interests are in

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

) at the University of Texas, Austin. This program aims to provide elementary,middle and high school teachers with a first-hand research experience in the field ofnanomanufacturing. Other goals of the program include reinforcing the value of incorporatingscientific inquiry and engineering practices in STEM curricula and creating a community of like-minded teachers, scientists and engineering professionals. By the end of the 7-week program, teachers are expected to prepare a scientific poster tosummarize their research. Additionally, teachers prepare a complete lesson related to theirresearch topic that will be presented in front of NASCENT faculty, staff and schooladministrators and it will become a part of the school’s science

Conference Session

Pre-College Engineering Education Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland Baltimore County; Andrew Coy, Digital Harbor Foundation; Amy L. Freeland, University of Maryland Baltimore County

Tagged Divisions

Pre-College Engineering Education

activities. In alignment with previous research(e.g., [19, 20]), our findings also show that educators being exposed to technical skills andactivities may have motivated youth to consider future technology-oriented careers. Finally,educators and administrators viewed the open-ended approach to self-directed learning andexploration of topics beyond classroom time, which is built into the curriculum as a motivator formany youths to independently search online for solutions, advanced technical topics, andresources beyond the ones included in the curriculum. These observations align with severalEngineering Habits of Mind, including persistence, collaboration, and creativity as identified inthe P12 Engineering Education Framework [5].In addition to

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Pre-College Engineering Education

credit, or even college credits under their belt, how to teach and train. What is it about, so teachers aren't scared off. [So] increasing their depth of knowledge [beyond just what the standard says] I think will only help us more.Finally, the participants also emphasized the thoroughness they would like to see in terms of mathand physics knowledge from students and teachers in engineering classrooms. All participantsemphasized the importance of math and science numerous times during the conversation as evidentfrom this quote, “...to be ready for the college, they have to keep in mind, they need physics. Theyneed math, as much math as possible and we tell the CTE teachers, the same thing.” Mathspecifically was considered a non

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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Diversity

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Pre-College Engineering Education

, translated program materials in Spanish for all the newcourses, hired bilingual staff, offered a Spanish engineering lab, and remained flexible in the dailylesson plans to improve their understanding of the engineering concepts. The team will sharereflections, lessons learned, and present steps taken in preparation for a new virtual summerprogram keeping in mind the challenges participants face. The team examined how effectivethose steps were in planning a virtual program. Preliminary data from pre/post surveys will bepresented to help highlight what prospered and areas of refinement. The team will consider a fewimportant questions: How does a virtual engineering summer program meet the needs of anincreasingly diverse student population? How can

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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Diversity

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Pre-College Engineering Education

growth, and build consensus across grade levels and subject areas [15].The two STEM pedagogy courses that anchor this study were designed with these best practicesof professional development in mind. Additionally, they were connected back to our prior studieson engineering education for preservice teachers and implementing STEM professionaldevelopment in vertically aligned PLCs [15], [37]. These elements of the courses offered insightinto STEM teacher self-efficacy in engineering and also revealed opportunities for increasedSTEM teacher agency and growth through hands-on activities.Self-efficacy as a framework for analyzing participants’ experiences and developmentWe selected Bandura’s [14] self-efficacy framework as a lens to examine