Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Florida International University; Adam R. Carberry, Arizona State University; Medha Dalal, Arizona State University; Matthew J. Miller PhD, Loyola University Chicago

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Diversity

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Pre-College Engineering Education

Loyola University Chicago and is currently holds the Walter P. Krolikowski, SJ Endowed Chair in the School of Education at Loyola University Chicago. He is an Associate Editor of the Journal of Counseling Psychology and his research interests span four related areas: multiculturalism, vocational psychology, social justice engagement, and applied psychological measurement. American c Society for Engineering Education, 2021 Exploring the validity of the engineering design self-efficacy scale for secondary school students (Research to Practice)Introduction and BackgroundPre-college engineering education efforts and associated research has seen a

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Pre-College Engineering Education

instrumentality in the motivationliterature [2]. Both of the frameworks in this study measure different aspects of students' beliefsabout their abilities in math and engineering and are utilized as they can shift due to educationalexperiences [20], [21]. The operationalization of these constructs, along with our population andstudy design, are outlined below.Research QuestionBy building off the body of available literature about student mathematics and the role ofengineering in fostering positive beliefs, we sought to implement an integrated engineering,science, and mathematics unit and answer the following research question:How do 5th-grade students' mathematics and engineering self-efficacy and perceived usefulnessfor abstract mathematics concepts

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Francisco Cima, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie S. Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

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Pre-College Engineering Education

Beliefs about engineering Methods integration (BEI) Collaboration 3 Self-efficacy for integrating Elementary Science Methods + Fluid engineering (SEI) MechanicsInstrumentsTwo survey instruments were used to assess the variables of interest. The Attitudes Surveymeasured PSTs’ beliefs about integrating engineering into their future teaching. The instrumentwas adapted from existing scales [22], [23], incorporating elements of social cognitive theory[24] to measure PSTs’ beliefs about engineering integration (BEI) and self-efficacy forintegrating engineering (SEI). Beliefs refer to one’s mental representations of reality that

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

science teacher fellows. Gunning presents her research on science teacher self-efficacy, vertical learning communities for teacher professional develop- ment and family STEM learning at international conferences every year since 2009 and is published. She is the Co-Director and Co-Founder of Mercy College’s Center for STEM Education.Dr. Meghan E. Marrero, Mercy College Dr. Meghan Marrero is a Professor of Secondary Education at Mercy College, where she also co-directs the Mercy College Center for STEM Education, which seeks to provide access to STEM experiences for teachers, students, and families. Dr. Marrero was a 2018 Fulbright Scholar to Ireland, during which she implemented a science and engineering program for

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

domain during the pre-college yearsthat is one of the strongest predictors of intent to pursue or persist in a STEM major in college.This exploratory case study examined the lived experiences of eight high school girls whoexhibited strong STEM identities. This work reports on the role that all-female STEM spacesinfluenced participants’ intent to pursue STEM majors in college. Eight junior and senior girlswere interviewed over the course of an eight-week period during fall 2019 regarding theirperceived feelings of self-efficacy, their feelings of recognition in STEM, and their interest inSTEM domains. This qualitative research was framed using Godwin’s 2016 Engineering IdentityFramework, adapting it to accommodate a broader STEM Identity and

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

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Pre-College Engineering Education

publicawareness put investments in the billions of dollars (Committee on Equal Opportunities inScience and Engineering (CEOSE), 2017; Gibbin & Davis, 2002). While not all this money wasinvested primarily in pre-college engineering education initiatives, the investment has beensignificant. However, even with these investments, there has not been any significant increase inthe percentage of women or people from certain minority groups participating in engineering.To understand the types of assessment approaches being used to measure students’ affectiveviews—attitudes, beliefs, interests, perceptions, self-efficacy, and identity-with respect toengineering , we built upon the systematic literature review by Hynes et al. (2017). In the review,the authors

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University-Bloomington; Sana M. Syed, Saint Louis University; Traci Aucoin

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Pre-College Engineering Education

anintroduction to that career, 3) highlight the completion of a degree (e.g. associates, bachelors,masters, etc.), 4) be reasonable for one class period, and 5) include related photos, figures, tables,etc. Participants completed a working draft of their module asynchronously during the evening ofDay 2 and then presented their modules at the beginning of Day 3 for feedback from their peers.Methodology A total of six teachers participated in the virtual workshop. Each participant was asked tocomplete the Teaching Engineering Self-Efficacy Scale (TESS) survey [3] before the workshopbegan and after the participant presentations on Day 3. The TESS survey is a tool that wasdeveloped to measure teacher preparedness in regard to engineering related

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

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Diversity

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Pre-College Engineering Education

“engineering design challengeswithin classroom makerspaces as a means to improve the inclusion of women andunderrepresented minorities in pre-college engineering and design learning” (pg. 1) using aninterest-based framework. This, and literature like it, demonstrates the considerable efforttowards broadening participation in engineering starting at the pre-college level. Although teachers, principals, counselors and others are critical in enacting efforts tobroaden participation in engineering, less research has focused on this perspective. Literature isnot void in this area though, much research has focused on teacher and school counselor’s beliefsabout teaching engineering (Ming-Chien Hsu et al., 2011), and teacher engineering self-efficacy

Conference Session

Pre-College Engineering Education Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Nichol, Rice University; Christina Anlynette Crawford, Rice University; Christopher Barr, Rice University; Isaias Cerda, Rice University

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Diversity

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Pre-College Engineering Education

]. Acquiring studentinformation that addresses student willingness to pursue STEM as a career preference was difficultdue to teacher error in reporting long-term student information or students not responding to specifiedquestions [10].Addressing the GapAt the time of this study, RET program evaluation measures tend to focus on the growth anddevelopment of teacher self-efficacy, engineering content knowledge gains, or classroomimplementation of developed curriculum materials and students' attitudes toward STEM. To provide abetter understanding of RET programs' impact on students, data are needed to show the long-termimpact of PjBL RETs on student graduation rates and STEM undergraduate major selection rates. Thestudy sought to inform RET program

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Laleh Behjat P.Eng., University of Calgary

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Pre-College Engineering Education

outcomes to the youth and staff related to the mentoring relationships. TheFramework helps practitioners assess mentoring programs and find areas for programdevelopment.Mentoring in Engineering OutreachIn university outreach activities, mentoring has been employed to attract a wider diversity ofstudents to the engineering and science fields [8] - [10] and improve mentors' professional skills,such as leadership and teamwork [11] - [13]. The research involves a breadth of approaches toassessing programs, like Bandura’s self-efficacy model [12], [14], [15], Bloom’s taxonomy [16],and engineering competence development [15], to name a few.ObjectivesThis research seeks to find opportunities in virtual engineering outreach programs wherementoring can

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

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Pre-College Engineering Education

they engaged students in multiday engineering designchallenges. But the authors concede the instrument is time consuming to implement and thuspossibly limited in scalability. Webb and LoFaro [10] reported on a dedicated STEAM methods course designed totarget the development of preservice elementary teachers’ sense of self-efficacy for teachingengineering. Measurements of teacher self-efficacy were made using a modified version of theTeacher Sense of Self-Efficacy survey developed by Tschannen-Moran and Hoy [11]. Theyreported positive shifts in efficacy for student engagement, instructional strategies, andclassroom management. Such dedicated courses are not yet common in elementary teacherpreparation courses but hold significant

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sapna Shah, Harvard University; Alex Beaudette, Harvard University; David R. Bergandine, University of Illinois Laboratory High School; Savindi N. Devmal , University of Illinois Laboratory High School; Conor Walsh P.E., Harvard University; Holly M. Golecki, University of Illinois at Urbana - Champaign

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Pre-College Engineering Education

future work in assessing teacher confidence inteaching soft robotics and engineering design as well as the impacts of teacher-delivered softrobotics curricula on students. Future measures may include teacher self-efficacy, studenttinkering self-efficacy, and STEM identity as methods to probe the impact of the curriculum onteachers, students, and classrooms either in person or virtually.AcknowledgementsThis work was supported by the Office of Naval Research (award # N000141912386), NationalScience Foundation (award #1830896) and the Tata Trusts through The Lakshmi Mittal andFamily South Asia Institute.References 1. G. Potvin et al., “Gendered interests in electrical, computer, and biomedical engineering: intersections with career outcome

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Miela Efraim, Tufts University; Chris B. Rogers, Tufts University

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Pre-College Engineering Education

that bring students together to solve engineering challenges and engage inrobot battles have grown in popularity over the last 20 years [1]. With the increase in availableeducational robotics technologies (such as LEGO robotics, VEX Robotics, micro:bit, and othertools) robotics competitions have become ubiquitous in most school communities around theworld [2].These competitions have been shown to have positive learning outcomes for those whoparticipate [3,4]. Specifically, research into robotics competitions has shown that they positivelyimpact the development of: (1) problem solving skills, (2) self efficacy, (3) computationalthinking, (4) creativity, (4) collaboration, and (5) motivation [1]. Additionally, online and inperson robotics

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Lelli Van Den Einde, University of California, San Diego; Melissa Wendell, Tempe Union High School District - Mountain Pointe High School (ENGR102HS - UofA)

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Diversity

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Pre-College Engineering Education

and are part of a 35high school program. After the spatial visualization application course was completed the meanscore for the participant group improved by 6.3% and students who were classified in the at risklow performing group and had a pre-test of 70% or lower improved on their post-test score by15.6%. Additionally, female students improved their post-test score on average by 10.7%.Importantly, student self efficacy improved after treatment completion, as was demonstrated inthe student evaluation survey responses. Due to the positive results found in the qualitative andquantitative data from this small evaluation, additional schools will be encouraged to use thespatial visualization application in the future, particularly for students

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amari T. Simpson, University of Illinois at Urbana - Champaign; Lara Hebert, University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana - Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign

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Diversity

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Pre-College Engineering Education

community of practice [22], [23]. School Teams attend a2-week summer institute where they spend time engaged in electrical engineering projects thatthey will later implement with their STEM clubs. The other half of the time equips educatorswith research-based, strategy-driven content about stereotypes, bias, and micro-messaging thatcan limit students’ pursuit and success in STEM pathways [24]. Content on growth mindset,affirming micro-messages, and self-efficacy introduces principles related to improving STEMinclusion, access, and equity. This content prepares participants for their action research projectswhich challenge participants to apply their new knowledge and usedata-informed-decision-making to improve STEM

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cayla Lenore Anderson, Clemson University; Dhaval Gajjar, Clemson University

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Pre-College Engineering Education

., Charles, P., Orthner, D., & Cooley, V. (2011). Teacher Perspectives on Career-Relevant Curriculum in Middle School. RMLE Online, 34(5), 1–9.https://doi.org/10.1080/19404476.2011.11462078[10] Elliott, J. W., Perkins, M., & Thevenin, M. K. (2018). Measuring Undergraduate Students’Construction Education Domain Self-Efficacy, Motivation, and Planned Behavior: Validation ofa Concise Survey Instrument. International Journal of Construction Education and Research,14(4), 235–256. https://doi.org/10.1080/15578771.2017.1316802[11] Riojas, M., Lysecky, S., & Rozenblit, J. (2012). Educational Technologies for PrecollegeEngineering Education. IEEE Transactions on Learning Technologies, 5(1), 20–37.https://doi.org/10.1109/TLT.2011.16[12] Adams, L

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

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Pre-College Engineering Education

ensuring thatteachers implement new approaches as intended. [16], [17], [18].More studies have shown that teacher beliefs tend to influence how the enacted curriculum differsfrom the intended curriculum [19], [20]. It is also important to investigate curriculumimplementation beyond teachers’ self-report measures because what is reported tends to differ fromwhat is observed in the classroom [20]. To avoid the repeated pattern of instructional practices thatdo not align with what was intended in the curriculum, it is important to consider teacher beliefs asthey enact the curriculum. The study that is described in this article was designed to potentiallygather support for this claim.Research QuestionThere are many factors that can lead to the

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities ofunderrepresented students grew positively

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

increased during the last decade.The results indicate that enrichment programs increase student awareness of and interest inSTEM careers. (Kwon, 2017) STEM focused summer camps have also demonstratedsignificant increases in student’s attitudes towards mathematics. (Wang & Frye, 2019) TheBroadening Access to Science Education Camp conducted a four-year investigation of theimpact of summer STEM camp on the interest in the pursuit of STEM careers. (Phelan, Harding,& Harper-Leatherman, 2017) Their findings state that 95% of participants applied to college, ofwhich 87% intended to pursue a career in a STEM related field. They also report increasedscience self-efficacy and understanding of science related careers. The STEM identities