Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tawni Paradise, Virginia Polytechnic Institute and State University; Malle R Schilling, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

Paper ID #33983Teacher-led Reflection ActivityMrs. Tawni Paradise, Virginia Polytechnic Institute and State University Tawni is a third year Ph.D. candidate in the Department of Engineering Education at Virginia Tech. She holds a B.S. and a B.A. in Industrial & Systems Engineering from The University of San Diego in San Diego, CA. Drawing on previous experiences as a mathematics and engineering teacher, her current re- search interests include studying the disconnect between home and school, with a specific emphasis on prekindergarten students. She continues to pursue these research interests with the support of the

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Luis Ricardo Betancourt, San Diego State University; Alberto Esquinca, San Diego State University; Vitaliy Popov, University of Michigan

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Diversity

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Pre-College Engineering Education

Paper ID #32896Teachers Navigating Educational Systems: Reflections on the Value ofFunds of Knowledge (Fundamental)Dr. Joel Alejandro Mejia, University of San Diego Dr. Joel Alejandro (Alex) Mejia is an assistant professor in the Department of Integrated Engineering at the University of San Diego. His research has contributed to the integration of critical theoretical frame- works and Chicano Cultural Studies to investigate and analyze existing deficit models in engineering education. Dr. Mejia’s work also examines how asset-based models impact the validation and recognition of students and communities of color as holders

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

Paper ID #34586Learning Through Doing: Preservice Elementary Teacher Reflections on theEngineering Design Process (Fundamental)Dr. Matthew Perkins Coppola, Purdue University Fort Wayne Dr. Perkins Coppola is an Assistant Professor of Science Education in the School of Education at Purdue University Fort Wayne. His research agenda centers on elementary and secondary preservice teacher preparation. While a lecturer at Towson University in 2014, he was inspired to research engineering design pedagogy in elementary schools after attending a talk by Dr. Pamela Lottero-Perdue. He began his career as a high school physics teacher

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

Tagged Divisions

Pre-College Engineering Education

professional developmentprogram positioned the importance of the inclusion of engineering content and encouragedteachers to explore community-based, collaborative activities that identified and spoke to societalneeds and social impacts through engineering integration. Data collected from two of the coursesin this project, Enhancing Mathematics with STEM and Engineering in the K-12 Classroom,included participant reflections, focus groups, microteaching lesson plans, and field notes.Through a case study approach and grounded theory analysis, themes of self-efficacy, activelearning supports, and social justice teaching emerged. The following discussion on teachers’engineering and STEM self-efficacy, teachers’ integration of engineering to address

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

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Pre-College Engineering Education

Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist

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

Tagged Divisions

Pre-College Engineering Education

empiricalstudy of art classrooms as a way to describe “the kinds of thinking developed by the arts [thatare] important in and of themselves, as important as the thinking developed in more traditionallyacademic subjects.” According to Hetland et al. [4], the eight Studio Habits of Mind include:Developing Craft, Engaging and Persisting, Envisioning, Expressing, Observing, Reflecting,Stretching and Exploring, and Understanding Art Worlds.Hetland et al. [4] define the eight Studio Habits of Mind in the following ways: Develop Craft- Technique: Learning to use tools (e.g. viewfinders, brushes), materials (e.g. charcoal, paint); learning artistic conventions (e.g. perspective, color mixing) Studio practice: Learning to care for tools

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

K12 soft robotics activities werepresented as practitioner-delivered outreach. This paper details development and pilot of ateacher facilitated Soft Robotics Toolkit program for K12 schools that includes a design thinkingcurriculum and a physical toolkit, specifically designed to complete in school or at home. Forteachers to confidently deliver the emerging curriculum, we describe a teacher professionaldevelopment to facilitate adoption of soft robotics topics into middle and high school classrooms.We provide reflections on the experience of the classroom teacher delivering the curriculum inthe remote environment and results from a 9th grade student in the course. This pilot will informfuture work in assessing teacher confidence in teaching

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Kouo, Towson University; Stacy S. Klein-Gardner, Vanderbilt University; Medha Dalal, Arizona State University; W. Ethan Eagle, University of Maryland

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Pre-College Engineering Education

PD was shifted online to a mixtureof synchronous and asynchronous sessions during the summer of 2020. The goal of this work inprogress is to present how the e4usa team adapted teacher PD to establish community amongour teachers and between teachers and staff, use this connection to enhance ourresponsiveness in PD, and deliver the engaging content of the e4usa curriculum. Teachersengaging remotely in e4usa activities have led to productive adaptations based on theirchallenges. The lessons learned reflecting back upon the PD will inform the design, delivery,and content of future e4usa teacher PDs. It is expected that future PD and professional learningofferings will continue to utilize flexible modalities and novel online tools, while also

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

Tagged Divisions

Pre-College Engineering Education

scope of set criteria andconstraints to collaborate toward innovation; b) utilizing design failure to better understand theproblems in context; and c) contributing as a group to iterative-reflective cycles. Findingscontribute to enhancing K-12 engineering teaching and learning with a focus on collaborativeproblem-solving throughout the engineering design process. Findings of this study also havesignificant implications related to the structure and design of small group collaborative K-12engineering learning experiences.EPISTEMIC PRACTICES OF ENGINEERING IN SMALL GROUP CONTEXTS 2Designing Solutions in Middle School Engineering: An Exploration of Epistemic Practices of Engineering in Small

Conference Session

Pre-College Engineering Education Division Technical Session 10

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olushola V. Emiola-Owolabi, Morgan State University ; Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Pre-College Engineering Education

. ‘Concrete Experience’ describes when a student is exposed tonew information or reinterprets prior knowledge. ‘Observation and reflection’ captures when astudent reflects on new or reinterpreted information. ‘Forming abstract concepts’ is the nextstage where reflection develops into a new idea or modification of an existing idea. The finalstage of ‘testing in new situations’ describes when active experimentation takes place and astudent applies the idea to the real-world [35]. Kolb believed that a student attains newknowledge of new concepts through new experiences, i.e., “Learning is the process wherebyknowledge is created through the transformation of experience” [35].Figure 1.Experiential learning cycleMethodsA qualitative approach was used to

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

Tagged Divisions

Pre-College Engineering Education

,with the goal of overcoming the previously noted challenges through innovative pedagogicalmethods and exposing students to the benefits of engaging in such an interdisciplinarycurriculum. To be able to implement such as curricular, it is also crucial to provide a robustprofessional learning training for teachers. In the next sections, we provide information about theonline PL and teachers’ experiences with the activities.Online Teacher Professional LearningExperiential learning in teacher professional development is not a new approach but its focus ondeveloping teachers’ practice by experimenting, reflecting and adapting new theories, practicesand content they have been introduced to in their own professional context [11] has been

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth J. Reid, University of Indianapolis; Tina Marie Griesinger, Virginia Polytechnic Institute and State University

Tagged Divisions

Pre-College Engineering Education

teacher. Pseudonyms areused throughout this paper.Preliminary Results:Data collection continues, particularly through Canvas (LMS), in teacher reflection and futurefocus groups. We expect more data to emerge as we progress through the year.From our initial findings, the main themes that emerged from teacher interviews wereadaptations (communication with students), student motivation (grades and student engagement),digital equity (laptops and internet access), successes (alternate projects) and teacher futureplans.Grading proved challenging for many of the teachers in terms of student motivation. Jack, ane4usa teacher, expressed "In Pennsylvania here, our governor, sort of in part of the decree saidthat no student could fail, on account of the

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

Consumer Affairs, Journal of Marketing Management, Journal of Retailing and Consumer Services, and Marketing Education Review.Dr. Gbetonmasse B. Somasse, Worcester Polytechnic Institute Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute where he also directs the Cape Town Project Center. He holds a Ph.D. in economics and a Master in statistics. His research interests are in applied econometrics, development economics, program evaluation, and higher education. In higher education, he is interested in student motivation, experiential learning, and critical reflection to promote active and more intentional learning. Previously, Somasse was a

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

, and the role of engineersin societal decisions about technology” [4, p, 683]. Macroethics are reflected in engineering codesof ethics. For example, the American Society of Civil Engineers (ASCE) code of ethics addedenvironmental protection, sustainability, and treating all persons fairly/equitable participation in1976, 1996, and 2017 [5], respectively. The update in 2020 moved to a hierarchical stakeholdermodel that places obligations to society and the environment first [6]. The ASEE code of ethicsincludes sustainable development and social justice [2]. Engineering educators need to teachstudents about both macroethical issues and microethics [2], and stay current as the ethicalexpectations of the profession evolve.Engineering education

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Michael D. Johnson, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Jennifer Whitfield, Texas A&M University

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Pre-College Engineering Education

**development processConfidence in using a design 12 3.31 1.19 3.97 1.03 -3.140 0.003**challengeHow to use industry experts 12 3.41 1.24 4.35 0.92 -3.246 0.001**How to elicit reflective decision- 12 2.61 1.07 3.68 0.85 -3.586 < 0.001**making in students** P is significant at the 0.01 level (2-tailed).In our interview conversations, teachers expressed positive experiences with the PDactivities. Teachers’ feedback suggested that the PD activities were very rewardingexperiences for them. They reported that the activities they engaged in were excellentopportunities to learn about

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Pre-College Engineering Education

their playground equipment models and test their designs with miniature wheelchairs. All initial designs have room for improvement; groups iterate and continue testing, trying to improve their designs. Day 8: Design Challenge - Peer Feedback How can we improve our designs by giving and receiving peer feedback? Student groups self-evaluate their own design and design process, then pair up with other groups to offer feedback, help troubleshoot, and brainstorm solutions to common issues. Day 9: Design Challenge - Final Test & Review What can we learn by looking across all our design attempts? Groups reflect on their design attempts, and the teacher facilitates a whole class discussion comparing across designs. Student groups complete their

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nick Lux, Montana State University - Bozeman; Blake Wiehe ; Rebekah J. Hammack, Montana State University - Bozeman; Brock J. LaMeres P.E., Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman

Tagged Divisions

Pre-College Engineering Education

theFormation of Engineers program under Grant Number EEC-1916673. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation. References[1] C. Quigley, A. Trauth-Nare, and N. Beeman-Cadwallader, "The viability of portraiture for science education research: learning from portraits of two science classrooms," International journal of qualitative studies in education, vol. 28, no. 1, pp. 21-49, 2015, doi: 10.1080/09518398.2013.847507.[2] L. C. Moll, C. Amanti, D. Neff, and N. Gonzalez, "Funds of knowledge for teaching: Using a qualitative approach to connect

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University-Bloomington; Jungsun Kim, Indiana University Bloomington

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Diversity

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Pre-College Engineering Education

concept or how to proceed, students reflected thatEOEs stepped in to help them figure out how to move forward, providing encouragement andsupport throughout. Their comments suggested that the goal of the EOEs was to ensure thatstudents were successful on a project, even if they had failed attempts along the way. Studentsfelt supported by EOEs throughout the design challenges and perceived that EOEs worked tomake the experience as positive as possible for them.Table 5. Sample Student Statements Related to Fostering Student Agency, Understanding, andProject SuccessSub-theme Student StatementsStudent Agency They [EOE] didn't do it for me. They gave me some directions so then I could figure it out... not every

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Ivanov, Institute of Biomedical Engineering, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Neal Callaghan, University of Toronto; Theresa Frost, Toronto District School Board; Jose Luis Cadavid, University of Toronto; Huntley H. Chang, University of Toronto; Ileana Louise Co; Patrick Diep, University of Toronto; Guijin Li, University of Toronto; Nancy T. Li, University of Toronto; Corinna Smith, Institute of Biomedical Engineering, University of Toronto; Joshua Yazbeck; Locke Davenport Huyer, Johns Hopkins University; Dawn M. Kilkenny, University of Toronto

Tagged Divisions

Pre-College Engineering Education

procedures using Labster (Labster ApS, Copenhagen DK) virtual simulations orsmartphone accelerometer apps. While this offering was considered successful given thecircumstances of development, feedback and observations from students, teachers, and graduatestudent mentors highlighted limitations of this format. Some of these challenges centered aroundthe clarity of project instruction and lack of discretized scheduling to help guide students throughthe completion of projects. However, most prominent upon reflection was the loss of student-centred, open-ended, and iterative problem-solving opportunities typically afforded byDiscovery.To address these limitations and challenges, program structure for remote Discovery wasredesigned and implemented in

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

Tagged Divisions

Pre-College Engineering Education

reflecting and revising their engineering lessons. The lessondevelopment followed the 5E instructional model rooted in constructivism [20]. Thisinstructional model provides the foundation for engineering design challenges that PSTs couldimplement into their future practice. Through collaborative engineering-based lesson preparationand delivery, PSTs can learn pedagogical methods for teaching engineering-related content inelementary school settings. These expected benefits led us to hypothesize that: H2a. Ed+gineering has a positive influence on PSTs’ engineering pedagogical knowledge, controlling for their initial knowledge.Previous evidence shows that PSTs appreciated engineering’s potential impact on elementarystudents when they taught

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

Explorations is to develop modules that connect classroom learning to field trips atthe interactive science center [14]. Each module includes two activities that are completed in theclassroom prior to a field trip. These activities are designed to provide opportunities for studentsto develop ideas that relate to the engineering design challenge that will be presented in asubsequent field trip. The students then attend a field trip to the interactive science center wherethey engage in an engineering design challenge. Finally, the modules also include a post-activitydone in the students’ classroom that provides opportunities for students to reflect on and expandupon the learning from the three previous activities. Each of the four activities within

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie N. Mikeska, Educational Testing Service; Matthew S. Taylor, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education

, and (3) talk about criteria.We ask: What teacher prompts, questions, contributions, and strategies do PSTs notice withrespect to each of these features within teachers’ discussions? We explored this question withintwo engineering education courses at two respective college institutions; 14 PSTs across thosecourses participated in the study. Data collected were PSTs’ independent coding of one teacher’sdiscussion transcript (the other was coded for the PSTs); a transcript of the synchronous classdiscussion within each course about what PSTs noticed about how the teachers addressed eachfeature; and PSTs’ written reflections about strategies these teachers used with respect to eachfeature.Findings suggest that while most PSTs were able to notice

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

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Pre-College Engineering Education

highlightthe favorable working environment of teaching, as well as dispelling myths about salaries [17]. We learned about the need for the teacher candidates to feel better prepared to work withstudents in urban high-needs schools, which are often times very different their own personalexperiences. A possible way to overcome this barrier is for the TPP students to spend more timewith the youth in our local community-based organizations in informal contexts [18]. Thus, weimagine authentic, immersive pre-practicum experiences in our local city, such as tutoring andparticipating in afterschool programs that serve the K-12 students from low-income and highlydiverse areas [19, 20]. Guided reflection and discussions are also to accompany these

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Berry, Southern Methodist University

Tagged Divisions

Pre-College Engineering Education

will train the CSteachers on being coaches to the content teachers, and we will work with their principals to allowthem to act more like coaches rather than CS content teachers. The coaches will also be anintegral part of the research team. They have better access to the teacher’s classrooms and will beable to observe the teachers teaching their CS curriculum units. They are expected to provide athird-party reflection on the outcome of the curriculum units. They are also expected to activelysupport the teachers in the development of the curriculum planning during a summer PD andthroughout the semester. The teachers are expected to attend a 5-day summer PD like the pilotPD. However, the PD will have more explicit expectations. They will be paid

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ibrahim H. Yeter, National Institute of Education, Nanyang Technological University

Tagged Divisions

Pre-College Engineering Education

indicatedthat the proposed observational instrument resulted in seven distinctive main domains. Thesedomains included (1) unit-specific content knowledge, (2) engineering design process (EDP), (3)productive failure and success, (4) interdisciplinary applications, (5) questioning, (6) teamwork,and finally (7) discussion, feedback, and reflection. This study has both theoretical and practicalimplications. Theoretically, the study will contribute to the engineering education literature byextending the concept of PCK (Shulman, 1986) to the engineering education field and itstheoretical viability in the elementary school setting. Practically, it is paramount thatadministrators, professional developers, curriculum specialists, and teachers come to

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

Tagged Topics

Diversity

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Pre-College Engineering Education

. 2. Provide documentation of their design decisions in the form of written reflection, sketches, and evidence from data. 3. Build a prototype as part of their solution (a simulation, drawing or a physical object) 4. Present their solution to others.The Committee then recruited a broad range of experts including those in education, engineering,health care, and counseling services to help define the parameters of the challenge and the formatby which it was delivered. The problem needed to be narrow enough for students to grasp andaddress in a short period of time but broad enough to foster creativity. The resulting challengefocused on physical locations and the nature of human interactions in those

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sabina A. Schill, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

personal nature of the direct emails; theyincluded mention of the participants’ names, universities, and the name(s) of identified K-12STEM outreach program(s). The response rate may have also been affected by the COVID-19pandemic, which caused major disruptions in higher education, starting around mid-February2020.Program coordinators represented 46 distinct colleges and universities and provided informationon 131 K-12 STEM outreach programs, with 34 program coordinators describing more than oneprogram. Table 3 summarizes characteristics of survey respondents and Table 4 of programs.The total number of institutions in Table 3 reflects the number known to the authors, includingfrom direct emails and respondents who supplied their affiliations when

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

who takes the leading role.Informal STEM Learning OpportunitiesProductive informal STEM education aims to engage “young people in STEM learning andactively [support] inclusion and [broaden] participation by young people in STEM learning”[12]. Science museums provide a wide range of informal STEM education programs for childrenand their families. Positive benefits of these programs have been widely documented, but someresearchers argued that science museum programs reflect dominant cultures [13]. Families inunderrepresented populations can be isolated from this content. STEM night programs, anotherpopular informal STEM program, encourage local family involvement. Educators attempt toreflect the local population’s characteristics such as

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

Tagged Topics

Diversity

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Pre-College Engineering Education

theirown ability to teach engineering content. Or a teacher may provide different kinds of verbalsupport for students to engage with certain engineering practices based on their perceptions ofstudents’ abilities to engage in engineering practices in different classroom contexts (Lilly et al.,2020). Teachers’ beliefs can then affect the effectiveness of teachers’ implementation ofinterdisciplinary curricula and the opportunities that students have to engage in certaininterdisciplinary practices (Askew et al., 1997). In classroom practice, teachers draw upon their own privately-held PCK&S to make bothplanned and in-the-moment instructional moves. PCK&S is a kind of reflection in action (Schön,1983) where teachers monitor student

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristine Rivera, Center for Research and Education in Advanced Transportation Engineering Systems; Ayman Ali; Yusuf Mehta P.E., Rowan University; Shivani D Patel, New Jersey Department of Transportation

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Diversity

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Pre-College Engineering Education

the concluding session rank the students andthe student groups are presented with cash awards reflective of their ranking.Graduation, Awards, and Final Remarks Session The NSTI program ends with a graduation ceremony and closing remarks meeting. In this meeting,Dr. Yusuf Mehta, CREATES’ Director, concludes the program by providing the students and ceremonyattendees with final remarks on the program’s success and lessons learned. It is also an opportunity forstudents to discuss their experience with the program administrators and their parents.LONG-TERM IMPACT ON CAREER CHOICES OF COHORTSOutreach Findings To evaluate the extent to which the goals of the program were achieved, parents of NSTI programgraduates were contacted by