Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

division.We coded each paper using the coding scheme from our original work [1-4] (Table 1). However,we omitted one category, soft skills, because very few papers included it as a goal, even in theoriginal review (and none of those reported results related to soft skills). Multiple coders wereassigned to several papers and we discussed any disagreements, per recommendations forqualitative analysis [5]. The coding scheme categorizes papers based on their goals, the data andanalysis detailed, and the outcomes achieved. We identified 76 papers and proceedings withinterpretable results (see Appendix). We then synthesized findings and gaps from the recent timeperiod.Table 1. Coding scheme Code

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Pre-College Engineering Education Division

landing is accomplished with minimal damage to the balloonsat structures.After lunch each of the student teams prepare and deliver a final oral presentation of their resultsto an audience consisting of the students and the instructors, as well as interested members of thelocal community. This provides the students with an opportunity to communicate what theyhave learned and practice the soft skills that are important for success in technical fields.On the morning of the final day an instructor leads the students through several digital circuitlabs that are modeled after those required for our freshmen engineering students. This providesthem with the opportunity to sample college-level instruction with a hands-on focus and deepenstheir

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Christina Marie Sias, Utah State University; Anne Seifert, Idaho National Laboratory

Tagged Divisions

Pre-College Engineering Education Division

. Applying content knowledge to the solution of authentic problems presents students with a scenario that is more similar to what they will encounter in college and career than prescribed inquiry (such as book work). Core STEM Core STEM practices are Knowledge of STEM is more than learning content, it Practices24, 25, 26 the activities and processes involves understanding of the practices and activities of that align with the authentic associated with the formal process of exploration and work and soft skill sets

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University; Tingxuan Li, Purdue University; Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

learning, whileDenson, Buelin, Lammi, and D’Amico​6​ developed a web-based tool as creativity assessment tomeasure the innovation of students’ design products. Kelly, Capobianco, and Kaluf​7​ usedthink-aloud protocols to assess student cognition during the design process, and found that theyemphasize brainstorming more than other aspects such as testing or refinement of designsolutions. Non-cognitive assessment tools aim to assess students’ “soft skills” such as interests,perception, or attitudes. These skills are important in learning and instruction, because theresearch has found them to be correlated to students’ learning outcomes, such as self-reportedlearning gains or the scores on the standardized tests.​8​ Douglas and Strobel​9​ developed a