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The Influence of Modeling on Science Self-efficacy among Middle School Students

Conference Session: Pre-College Engineering Education in the Formal Classroom
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Cara N. Morton, Washington State University; Kira J. Carbonneau, Washington State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

small groups (60 min total). Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higherperceived ability to engage in scientific learning processes (d = .17) and in science learningbehaviors (d = 0.15). Both theoretical and practical implications are discussed.Objective Self-efficacy is the judgement an individual makes regarding their ability to performvarious tasks and this judgement is domain and task specific (Bandura, 1977, 1982). Since theway in which people act, think, and feel, is a direct reflection of their own beliefs in theircapabilities, learners’ beliefs promote both engagement and learning (Linnenbrink & Pintrich,2003), as well as long-term achievement (Parker

Relevance Score: 3.6290941

The Tiny House Project: Building Engineering Proficiency and Self-Efficacy through Applied Engineering at the High School Level (Evaluation)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

, provided additional context for theengineering design activities students engaged in as part of the project. Whenever possible, theseshort interviews were audio recorded and transcribed for analysis. When discussions were notrecorded, relevant comments were captured in field notes.Engineering Design Self-Efficacy InstrumentSelf-efficacy was measured using the engineering design self-efficacy instrument [18] which wasadministered online at the beginning and end of the course. This instrument is designed tomeasure students’ self-efficacy as it relates to engineering design generally and to each of thestages of the engineering design process. The full instrument includes a total of thirty-six items,with the same nine items aligned to the engineering

Relevance Score: 2.901096

A Longitudinal Evaluation of an AP Type, Dual-Enrollment Introduction to Engineering Course: Examining Teacher Effect on Student Self-Efficacy and Interest in Engineering (Evaluation)

Conference Session: Interest & Identity
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Amy Annette Rogers, Delaware State University; J. Jill Rogers, University of Arizona; James C. Baygents, University of Arizona
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

enrolledexhibit an engineering self-efficacy of at least 3.5 out of 5, and over 67% of the students reportthe ENGR 102 HS course increased their interest in becoming an engineer [2, 3, 4]. Teachereffectiveness is also measured and is consistently high year after year with 86% of studentsreporting that their teacher is always or usually effective.With the successful launch of the Advanced Placement (AP) Computer Science course in 2016,engineering educators, NSF and the College Board accelerated the development of anIntroduction to Engineering AP course. College of Engineering deans from across the countrywere surveyed and multiple meetings of engineering thought-leaders and educators wereconvened to decide on a course of action [5]. With these strides to

Relevance Score: 2.9002848

Evaluation of the Impact of a STEM-focused Research Program on Minority High School Students’ Self-Efficacy and Interest in STEM Research and Careers

Conference Session: Informal Engineering Education with Secondary Students
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Tameshia Ballard Baldwin, North Carolina State University; Latricia Walker Townsend, North Carolina State University; Braska Williams Jr., North Carolina State University; Angelitha Daniel, North Carolina State University; Javon Marcell Adams, North Carolina State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content, interest inpursuing STEM careers, and the degree to which students implement 21st century learning skills.The survey was administered in a pre/post format at the beginning and end of each project year.FindingsResults are organized by evaluation

Relevance Score: 2.8992536

Board 117: Work in Progress: Impact of Teaching Engineering Summer Academy on Teacher Efficacy and Teaching Beliefs

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Nancy Nowlin Blanco, Project Lead the Way; Jessica A. Gilpin, Auburn University
Tagged Divisions: Pre-College Engineering Education

More training for students in collaboration skills Added more activities that relate to science or engineering Introduced an engineering design project I hadn't used before More effective in my science teaching More confident in my science teaching Started a robotics or STEM club No changes to my teachingAnalysesWe used a repeated measures ANOVA to look at the change in scores on each of the three self-efficacy measures. Focus group interviews from all eight sites were transcribed and coded forcommon themes related to teachers’ comfort with STEM, their perceptions of student gains, andtheir own learning experiences. A follow up survey was distributed in December, 2018, askingteachers to complete the efficacy

Relevance Score: 0.09063004

Getting Everyone to the Fair: Who Participates in and Benefits from Science and Engineering Fairs (Evaluation)

Conference Session: Best Practices in Out-of-School Time
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

projects. Across two years, 32 teachers from two cohorts provided post-fairsurvey data from participating and non-participating students. We received data from 1,257students at the beginning of the year, but just 982 at the end of the year. Our matching effortsidentified 795 complete cases, which is the data we focus on here. See Table 1 for a breakdownof demographic information by teacher.MeasuresThe evaluation team developed these surveys to assess student attitudes towards science andengineering as well as experiences being involved in S&E fairs. Measures of science attitudes(value and self-efficacy for science) as well as science and engineering interest were drawn fromthe MSP-MAP project[12] that developed theoretically grounded measures

Relevance Score: 0.05191323

Board 120: Development of an Engineering Identity and Career Aspirations Survey for Use with Elementary Students

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Kelli Paul, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Euisuk Sung, Indiana University
Tagged Divisions: Pre-College Engineering Education

validated measures includingthe STEM Fascination and Competence/Self-efficacy Scales [27-28], the STEM Career InterestSurvey (STEM-CIS) [29], the Modified Attitudes toward Science Inventory (M-ATSI) [30], andthe Persistence Research in Science & Engineering survey (PRiSE). We selected items fromthese instruments to address unique aspects of the constructs of interest within the engineeringcontext. When possible, we tried to select entire scales from validated instruments. Therefore, wedid not select items from other existing measures when they were redundant with items alreadyincluded from an intact scale. We added 21 items in the following areas:performance/competence (8 items), STEM fascination (6 items), interest (4 items

Relevance Score: 0.04571619

Impact of Engineering Design-Focused Summer Academy Experience on Interest Toward STEM Learning and Careers (Evaluation, Diversity)

Conference Session: Bridge Programs Connecting to First-Year Engineering
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs, Pre-College Engineering Education

Surveys, Dimensions of Success (DoS) Observation tool, pre/post topic self-efficacy, and survey student interviews. The results showed that engineering design activitieshad a positive impact on attitude towards STEM learning and careers. Integration ofengineering design principles, student demographics and evaluation instruments and resultsare discussed in this paper.IntroductionEngineering is a natural platform for the integration of science, technology, engineering, andmathematics (STEM) content into K-12 classrooms, while sparking creativity amongst youngminds. Research around effective learning in K-12 classrooms demonstrates that anengineering approach to identifying and solving problems is valuable across all disciplines.Educators and

Relevance Score: 0.044433568

Middle School Engineering Teachers' Literacy Instruction (Fundamental)

Conference Session: Communication in Pre-College Engineering Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ashley R. Strong, Utah State University; Amy Wilson-Lopez, Utah State University
Tagged Divisions: Pre-College Engineering Education

Engineering Teachers’ Literacy InstructionPeople enter and exit science, technology, engineering, and mathematics (STEM) pathwaysat different points in their educational trajectories (Cannady, Greenwald, & Harris, 2014;Maltese, Melki, & Wiebke, 2014), but middle school is an especially critical juncture forcapturing and maintaining youths’ interest in STEM fields. From fifth to eighth grade,adolescents’ interest in STEM often declines (Gonzales et al., 2008; Osborne, Simon, &Collins, 2003), and many develop a negative sense of self-efficacy regarding their potentialto succeed in future STEM courses (Chen & Usher, 2013). Though many people exit STEMpathways before they enter high school, this problem is especially pronounced

Relevance Score: 0.039066505

Board 111: STEM Curriculum for a Minority Girls’ After-School Program (Work-in-Process-Diversity)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

portrayal) [12], [13] which leads to lower interest. Additionally, minority populations are challenged with access to computers [8], [14] and resultant low self-efficacy [15]. This program will follow a design protocol and a curriculum based on constructivism (drawing on learners’ existing beliefs, knowledge and skills) [16] and real-world experiential, project-based applications which have been shown to support STEM and computing interest and success for minorities [17], [18]. Computational thinking practices in STEM will focus on students gaining experience in practices for data management, computational problem solving, modeling and simulations and systems thinking. One of the controversial topics in the study of CT is a lack of consensus on a

Relevance Score: 0.03905658

Evolution of Activities in a Smart Grid Summer Camp for High School STEM Students (Evaluation)

Conference Session: Energy & Technology in Pre-College Engineering Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Daniel Jonathon Douglas, Rensselaer Polytechnic Institute; Ian Scott Steenstra, Rensselaer Polytechnic Institute; Joe H. Chow, Rensselaer Polytechnic Institute; Chien-fei Chen, University of Tennessee, Knoxville; Meng Wang, Rensselaer Polytechnic Institute; Jeffrey Braunstein; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Anne L. Skutnik, University of Tennessee, Knoxville
Tagged Divisions: Pre-College Engineering Education

prior success; if they fail, they are more likely toavoid the task in the future [8]. Research on undergraduate students’ achievement and retentionin the major demonstrates that high self-efficacy, especially as it relates to learning engineeringconcepts, indicates that a student will remain in engineering as opposed to transferring to anothermajor [9].If pre-college outreach programs like summer camps are meant to continue to build the futureengineering workforce by encouraging students to pursue engineering degrees and engineeringcareers, looking at how informal science experience increases student efficacy can be one way tocontinue the trend. For the remainder of this paper, we will offer a look into how we have

Relevance Score: 0.03821563

Execution Details and Assessment Results of a Summer Bridge Program for Engineering Freshmen

Conference Session: Bridge Programs Connecting to First-Year Engineering
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rezvan Nazempour; Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Renata A. Revelo, University of Illinois, Chicago; Yeow Siow, University of Illinois, Chicago; Jeremiah Abiade
Tagged Topics: Diversity
Tagged Divisions: First-Year Programs, Pre-College Engineering Education

]found that college students who were high-achieving usually had access to a summer bridgeprogram prior to entering their first year.In the second area, increasing interest in the major [13], [14], improving student sense of belonging[15], [16], [17], increasing student sense of preparedness [17], [18], increasing student self-efficacy [17], [19], and networking with students [20], [21], [22], and faculty [15], [23] can beconsidered as sub-goals. Finally, recruiting students to the majors [13], [14] and enhancingdiversity in the major [15], [24] are considered sub-goals for the third category.This paper presents a detailed report of a Summer Bridge Program (SBP) as a part of an ongoingNational Science Foundation (NSF)-supported project, which

Relevance Score: 0.03508696

An Engineering Grand Challenge-focused Research Experience for Teachers (RET) Program: Purpose, Outcomes, and Evaluation (Evaluation)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

the teachers and theuniversity students related to engineering habits of mind, awareness of engineering as aprofessional field, and development of self-efficacy related to engineering topics.Data Collected: Consistent with a mixed methods approach [28], we collected multiple sources ofdata to evaluate our RET program, including a STEM teaching efficacy instrument, video andobservation of classroom lessons, engineering-based lesson plans, laboratory notebooks, and anend-of-summer reflection survey.STEM teaching and learning outcomes were measured by the MISO T-STEM instrument, whichwas intended to characterize participant attitudes on entering the program and identify areas ofgrowth due to program participation. The T-STEM (Teacher Efficacy

Relevance Score: 0.034660377

Effect of Integrated Life Science Units on Middle School Students’ Engagement

Conference Session: Pre-College Engineering Education in the Formal Classroom
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Valarie L. Bogan, Purdue University, West Lafayette; Shelbi C. Smeathers , Purdue University, West Lafayette; Ji Yoon Jung, Purdue University, West Lafayette; Utkuhan Genc, Purdue University, West Lafayette
Tagged Divisions: Pre-College Engineering Education

meaning ofparticipation, motivation, and self-efficacy [9], while others argued that engagement is aconstruct with its defined boundaries and dimensions [10]. In general, the literature shows threeaspects of engagement, namely behavioral, emotional, and cognitive [1], [8], [9], [11].Behavioral engagement is based on academic and social participation such as credits earned,homework completion rates, attendance in class, events attended, participation in extracurricularactivities, etc. [12], [13]. Emotional engagement is based on affective measures of interactions inschool, both in positive and negative manners. These interactions can happen with parents,teachers, peers, school, etc. [13]. Cognitive engagement is based on the willingness to put

Relevance Score: 0.03390929

A STEM-based, Project-driven, Introductory Programming Class for Pre-service Teachers

Conference Session: Professional Development for Pre-Service and In-Service Teachers
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Wesley G. Lawson, University of Maryland, College Park; Jennifer Lee Kouo, Towson University; Vaishnavi Murthy, University of Maryland, College Park
Tagged Divisions: Pre-College Engineering Education

software-only applications in a language like Java or in a visual programming language like Scratch.For the past several years, we have offered a novel introductory C programming course toelectrical engineering students at the University of Maryland [21-23]. This course includedpartner-based programming assignments emphasizing computer-controlled hardware-drivenprojects and a final multi-week group project utilizing Raspberry Pi (RPi) computers. Thisproject looked at students’ self-efficacy beliefs and outcome expectations as compared tostudents who took a traditional programming course and the PDL students left their course with asuperior self-image regarding their fitness as engineers and an improved understanding of therole of computer

Relevance Score: 0.03363293

Impact of Authentic, Mentored Research Experiences for Teachers on Pedagogy (Fundamental)

Conference Session: Professional Development for Pre-Service and In-Service Teachers
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Elena Nicolescu Veety, North Carolina State University; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School
Tagged Divisions: Pre-College Engineering Education

on pedagogy (Fundamental)IntroductionResearch experiences for teachers (RET) programs can provide K-12 teachers with valuable andimpactful professional development opportunities, increase teachers’ self-efficacy and allowthem to gain further mastery in their subject so that they can better translate that knowledge totheir students. At a fundamental level, these types of programs are abbreviated apprenticeships inwhich the teacher trains to become a scientist. After all, if teachers are expected to teach theirstudents how to do science, then they themselves must know how to do science [1].While RET programs exist at universities across the country, the exact structures of the programsand the nature of the actual research experience vary

Relevance Score: 0.03242479

Board 115: Work in Progress: Development of the Draw-An-Engineering-Teacher Test (DAETT)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

] A. K. Ambusaidi, and S. M. Al-Bulushi, “A longitudinal study to identify prospective science teachers’ beliefs about science teaching using the draw-a-science-teacher-test checklist,” International Journal of Environmental & Science Education, vol. 7, no. 2, pp. 291-311, April 2012.[6] K. D. Finson, “Investigating preservice elementary teachers’ self-efficacy relative to self- image as a science teacher’” Journal of Elementary Science Education, vol. 13, no. 1, pp. 31-41, October 2001.[7] R. Hammack, & T. Ivey, “Elementary teachers’ perceptions of engineering and engineering design,” Journal of Research in STEM Education, vol. 3, no. ½, pp. 48-68, 2017[8] C. Cunningham, C. Lachapele, and A

Relevance Score: 0.029727591

Engineering Identity in Pre-College Students: A Literature Review

Conference Session: Interest & Identity
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Abigail Clark, Ohio State University; Rachel Louis Kajfez, Ohio State University
Tagged Divisions: Pre-College Engineering Education

succeed, ortheir self-efficacy, is a major limiting factor for identity development [25], [26].Unique in the research around middle and high school engineering identity is an investigation ofthe background factors that predict engineering students’ engineering identity and success factorswithin an aerospace engineering program [27]. This study examined 98 aerospace engineeringstudents’ backgrounds through both qualitative and quantitative measures. Both the qualitativeand quantitative data indicated the importance of pre-college engineering experiences on thedevelopment of an engineering identity. The authors stated that “we found that takingengineering classes in high school or middle school significantly increases the development of

Relevance Score: 0.02837169

SISTEM: Increasing High School Students’ Engineering Career Awareness (Evaluation, Diversity)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

in Physic (Action Research Thesis). Retrieved from http://modeling.asu.edu/modeling/Mindset&Physics-McT,L,F.pdf.[16] McClary, T., Zeiber, J. A., Sullivan, P., & Stochaj, S. (2018). Using Multi-Disciplinary Design Challenges to Enhance Self-Efficacy within a Summer STEM Outreach Program. Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference.[17] National Research Council. (2009). Learning science in informal environments: People, places, and pursuits (P. Bell, B. Lewenstein, A. W. Shouse, & M A. Feder, Eds.). Washington, DC: National Academies Press.[18] Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning

Relevance Score: 0.024990214

Board 109: Integrating a Teacher Professional Learning Experience into the GEAR UP Engineering Summer Camp (Work in Progress)

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education
Tagged Divisions: Pre-College Engineering Education

understanding of engineering concepts [4], insufficient backgroundin engineering [5], or a lack of self-efficacy [3] [6] [7]. Because of this gap in the ability andconfidence of science teachers to teach engineering, there is a need for improved professionallearning opportunities for these teachers.Instead of having the eight participating STEM teachers be only chaperones, they were given theopportunity to experience the engineering activities with their students and were able toparticipate in several evening workshops led by the researchers. In these workshops, the teacherswere able to reflect on and discuss their engineering experiences in the camp, participate inactivities related to implementing engineering in their classrooms, and were given time

Relevance Score: 0.023782073

Board 127: Collaborative Multidisciplinary Engineering Design Experiences for Teachers (CoMET) Train-the-Trainer Model of Supports

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

results from (two of a three year project) the pre-experience survey showed that, going intothe program, the teachers’ expectations aligned with the program design. They wanted toimprove their teaching and take away tools to better engage their students. At the end of theprogram, the teachers expressed satisfaction with the program and its mentors. They alsoreported that they experienced several types of professional learning. Growth in teachers’Research Self-Efficacy (t7 = 5.1, p = 0.001) and Confidence in Teaching (t7 = 3.8, p = 0.007)were evidenced through a pre-post-questionnaire. Finally, 89% would definitely recommend thisprofessional development experience to others. Reflections from the teachers later, after they gotback in their

Relevance Score: 0.023782073

Does How Pre-College Engineering and Technology Role Models See Themselves Relate to Girls' Engagement in the Fields? [Research To Practice]

Conference Session: Pre-College Engineering Education Focused on Female Students
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Mary B. Isaac, HEDGE Co.
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

interest in the fields of engineering and technology is an importantpart of the recruiting/engagement effort. Part of the “managing” includes administering surveysand developing appropriate program changes based on data. While data had been collected fromstudent attendees since the first event in 2010 using an instrument whose data had previouslybeen validated in a separate study [9], volunteer role model data were collected for the first timein 2014, specifically to begin examining their experiences in this social learning interaction.Study 1 used a Delphi study to develop the factor model and instrument to measure role modelengagement in the IIBI (and other) event interactions, resulting in a single-factor, five itemconstruct. Replicating data

Relevance Score: 0.021110862

Students’ Experience with Collaborative Engineering Design Challenges in a Middle School Engineering Course (Evaluation)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

,” Science Education, vol. 101, no.3, pp. 486–505, 2017. [4] K.B. Wendell, C.G. Wright, and P. Paugh, “Urban elementary school students’ reflective decision-making during formal engineering learning experiences”. Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition, Seattle, WA. [5] J. Gale, M. Alemdar, J. Lingle, S.H. Newton, R. Moore, and J. Rosen, “Developing engineering proficiency and self-efficacy through a middle school engineering course”. Proceedings of the 2018 American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT. [6] M. Honey, G. Pearson, and H. Schweingruber, (Eds.), STEM integration in K-12 education: Status, prospects

Relevance Score: 0.020540494

Board 113: Teaching Hands-On Racecar Design in a Summer Pre-College Program

Conference Session: Pre-College Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education

21 100%Of the 21 students, 10 were granted full scholarship to attend, one received a half-scholarship,and the remaining 10 paid the full amount. In addition, the gender composition is shown below: Gender N % Male 15 71.4% Female 6 28.6% Total 21 100%The overall program demographics indicate a lower percentage of under-represented minoritygroups in STEM (28%) while the female population composed 36% of the population.Of the 21 students enrolled in this section, 19 were given parental permission to take the exit(self-efficacy) survey