Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

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Pre-College Engineering Education Division

the pre/postassessment questions related to the fundamental CS theory. Table 1 contains the questions alongwith the CS concept(s) they assess. It is important to note that question seven, regarding theillustration of sequential operation, only contained graphical illustrations while all the remainingquestions were related to real code statements in one of three programming languages: C++,Python or Logo.Table 1. Assessment questions and corresponding CS concept(s).Question Session Assessment Question (Summary) CS Concept(s) Which command could be used to query aQ5 Baseline Syntax robot's joint state

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

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Pre-College Engineering Education Division

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

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Pre-College Engineering Education Division

worked to create but had fun at the same time: “Playing with Legos (is my favorite 15part), because I get to create things. I love creating things.” This seventh grade participantrecognized the need to use their brain to be innovative: “I feel like not just to be smart, but to behealthy, to be strong [sic]. It isn’t all about the brains. Most of it’s the brains, otherwise who’dcome up with NASA and stuff like that.” An eighth grade participant reported, “I was already thinking about it (a STEM career) butI think it made me for sure that I want to be an engineer later on [sic].” The participant enjoyedthe rocket launch experiment, as (s)he reports, “I think it was just really fun to

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

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Pre-College Engineering Education Division

. (2012). Design thinking research: Measuring performance in context. Heidelberg, NY: Springer.4. Carberry, A. R., Lee, H.-S., & Ohland, M. W. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79.5. Warner, S. A., & Gemmill, P. R. (Eds.). (2011). Creativity and design in technology & engineering education (Vol. 60). Reston, VA: Council on Technology Teacher Education.6. Munce, R., & Fraser, E. (2013). Where are the stem students? Retrieved October 7, 2014, from http://www.stemconnector.org7. Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of stem career interest in high school: A gender study. Science

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Christopher Cappelli, Georgia Institute of Technology; Courtney Bryant, Drew Charter School

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Pre-College Engineering Education Division

,therewerealsopromisingexamplesofmiddleschoolteachersutilizingtheSTEAMTrunks.Table2belowpresentsillustrativeexamplesofprojectsutilizingeachoftheSTEAMTrunks. 7Table2.IllustrativeExamplesofSTEAMTrunkUtilizationSTEAM Grade ProjectDescriptionTrunk Level(s) 3DPrinting 5thGrade Aspartoftheschool’sScienceandEngineeringFair,students designedandprototypedoriginalinnovationstosolvereal worldproblems. 8thGrade Student’sdesignandprototypehelmetsthatwouldmore effectivelyprotectagainstinjuryinavarietyofcontactsports. Electronics 4th/5th IntheirRoboticsenrichmentclass,studentsusevarious Grade

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

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Pre-College Engineering Education Division

audience1 Building a Learn NC (web) Teacher 8th grade Building a paper bridge: Walston, S. (n.d.) mathematics bridge and An class measurement introduction to problem solving2 Lesson Plan Beam UCLA (web) Engineering Not stated Building a for Mulchandani, A. graduate bridge Bridge (n.d.) student Building3 Build a Teaching Ideas (web) Teacher Ages 7-11 Building a bridge

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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Pre-College Engineering Education Division

. June 2016. Paper ID #16370.2. Ragusa, G., Mataric, M. (2016). “Research Experiences For Teachers: Linking Research toTeacher Practice and Student Achievement in Engineering and Computer Science,” 2016 ASEE123rd Annual Conference and Exposition. New Orleans, Louisiana. June 2016. Paper ID #17351.3. Trenor, J., Yu, S., Grant, D., Salem, H. (2009). “Participation in a Research Experience forTeachers Program: Impact on Perceptions and Efficacy to Teach Engineering,” 2009 ASEE 116thAnnual Conference and Exposition. Austin, Texas. June 2009. Paper ID #AC 2009-786.4. Klein-Gardner, S., Johnston, M., Benson, L. (2012) “Impact of RET Teacher-DevelopedCurriculum Units on Classroom Experiences for Teachers and Students,” Journal of Pre-CollegeEngineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Scott A. Pattison, Institute for Learning Innovation; Monae Verbeke, Institute for Learning Innovation; Marcie Benne, Oregon Museum of Science and Industry; Pam Greenough Corrie MS, Mt. Hood Community College

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engineering looks like foryoung children in a family learning context and how early experiences with this topic can shapethe ongoing learning pathways of children and their parents.ReferencesAlexander, J. M., Johnson, K. E., & Leibham, M. E. (2015). Emerging individual interests related to science in young children. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 261–280). Washington, DC: American Educational Research Association.Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–128. https://doi.org/10.1080/1350293X

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

Mohamad Musavi, University of Maine; Cary Edward James, University of Maine; Paige Elizabeth Brown, Bangor High School

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Pre-College Engineering Education Division

science knowledge using real data. This fell to just 7.7% post-institute – with furtheropportunities to engage in hands-on research using emerging technology throughout the schoolyear.VIII. AcknowledgmentThis work has been made possible by the NSF EPSCoR Track III Award #1348266.IX. References1 National Center for Education Statistics. 1990–2009. Digest of Education Statistics. US Department of Education. nces.ed.gov/programs/digest/2 Wang, M.T., Eccles, J.S., &, S. (2013). Not Lack of Ability but More Choice: Individual and Gender Differences in Choice of Careers in Science, Technology, Engineering, and Mathematics Psychological Science May 2013 24: 770-775, first published on March 18, 20133

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

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Pre-College Engineering Education Division

Disagree) to 5 (Strongly Agree). Students scale scores on the iSTEMinstrument were produced by taking the mean response across items. Therefore, individual scorescould range from 1 to 5, with higher scores indicating higher iSTEM perceptions, the descriptivestatistics for this study is shown in table 1 in the results section.STEM clubs. Participants responded “Yes” (1) or “No” (0) to the question regarding theirinvolvement in extracurricular STEM clubs: “Do you participate in any Math, Science,Engineering, or Technology clubs inside or outside of school?” If the student indicated “Yes,”s/he was asked to specify the name of the STEM club, see descriptive statistics in table 1 inresults section

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Holly Jr., Purdue University, West Lafayette; Cole H. Joslyn, Purdue University, West Lafayette; Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette

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Pre-College Engineering Education Division

multiple times to investigatewhether any themes were present across numerous students in the study. This transcript reviewfocused on specific questions asked during the interview, primarily students’ personal interest(s), 2career aspiration(s), experience with engineering, and understanding of engineering. Analysiswas performed by capturing consistencies in the data relevant to the framework of this paper, andthen student characteristics were considered for any plausible explanations.Findings/Discussion The first theme that became apparent following the analysis of the data is the narrowcomprehension of engineers and engineering conveyed by

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian Hartman, Walla Walla University; Randy L. Bell, Oregon State University

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Pre-College Engineering Education Division

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr, North Carolina State University

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Pre-College Engineering Education Division

project. Finally, MEP mentors participatedin several planned social events with MSEN participants in order to help build relationships amongmentors and MSEN students. The project culminated in a poster session where participantsshowcased their design projects to an audience of K-12 administrators, corporate partners, facultyand parents.Preliminary ResultsThe Student Attitudes toward STEM (S-STEM) for Middle and High School (6-12)20 uses a 5-pointLikert scale (1=strongly disagree, 2=disagree, 3=neither agree nor disagree, 4=agree and5=strongly agree) to evaluate students’ confidence and attitudes toward math, science, engineeringand technology and 21st century learning. It was administered in a pre/post format. To get a betterunderstanding of

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Pre-College Engineering Education Division

affords us thechance to change our curriculum, making improvements based on teacher and student feedback;we will continue to do so, analyzing forthcoming results to gauge the success of the curriculumin changing student perceptions. The continuation of the project presents further opportunities toimmerse ourselves in student design experiences and uncover features that are influential forchanging student perceptions about engineering.AcknowledgementsThis materials is based upon work supported by the National Science Foundation under GrantNo. 1513175-DRL.References1. McGrath, E., Sayres, J., Lowes, S., & Lin, P. (2008, October). Underwater lego robotics as the vehicle to engage students in STEM: The build it project's first year of

Conference Session

Pre-College: Fundamental Research in Engineering Education (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Jared W. Garlick, Utah State University

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Pre-College Engineering Education Division

in relation toengineering-specific domains of thinking, such as Testing and Design Requirements (criteria andconstraints). Future studies can expand this assessment instrument by testing it in other middleschool classrooms, and they can validate later iterations of this instrument. References[1] Manz, E. (2015). Representing student argumentation as functionally emergent from scientific activity. Reviewof Educational Research, 85(4), 553-590.[2] Sampson, V., & Blanchard, M. R. (2012). Science teachers and scientific argumentation: Trends in views andpractice. Journal of Research in Science Teaching, 49(9), 1122-1148.[3] Ryu, S., & Sandoval, W. A. (2012). Improvement to elementary

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Grubbs, Baltimore County Public Schools; Greg J. Strimel, West Virginia University

Tagged Divisions

Pre-College Engineering Education Division

ontological framework. Lastly, upon examination of the cognitive processes K-12 students’ employ duringdesigning, few coding schemes actually are informed by educational philosophies, learningtheory, and STEM educational reform. Nor, do they indicate how students can be better equippedto learn and develop their cognition while designing. As researchers and educators moveforward, examining decision making strategies as well as normative models may provideadditional relevance to Design Cognition in terms of how students are performing in relation toeducational philosophies, learning theory, and STEM Educational reform. ReferencesAdams, R. S., Turn, J., & Atman, C. Y. (2003). Educating effective

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

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Pre-College Engineering Education Division

will be presented to high school students as part of Siant LouisUniversity engineering summer camps in June and July 2017.BibliographyDeWalt, K. M., & DeWalt, B. R. (2011). Participant observation: A guide for fieldworkers. Rowman Altamira.Elam, M. E., Fonseca, D. J., & Lindly, J. K. (2011). Transportation Systems Curriculum for High Schools. Retrieved February 2, 2011.Islam, S., & Brown, S. (2013). Transportation-OPOLY: An Innovative Tool to Promote Transportation Engineering. International Journal of Traffic and Transportation Engineering, 2(3), 31–36.Luken, B., & Mumbower, S. (2010). Poster: Engaging Transportation Engineering Activities for Middle School and High School Students. Louisville, Kentucky

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

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Pre-College Engineering Education Division

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, Texas A&M University, Kingsville; Muhittin Yilmaz, Texas A&M University, Kingsville; Faruk Yildiz, Sam Houston State University; Shah Alam P.E., Texas A&M University, Kingsville; Farzin Heidari, Texas A&M University, Kingsville

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Pre-College Engineering Education Division

-Seng Pang and Jerry Pack, ”Stress analysis of non-conventional composite pipes” Journal of Composite Structures, 79(1), 2006, pp. 125-132. 3. M.A. Wahab, M. S. Alam, M.J Painter and P.E. Stafford, ”Experimental and Numerical Simulation of Restraining Forces in Gas Metal Arc Welded Joint,” American Welding Journal (Research c American Society for Engineering Education, 2017 Paper ID #17950Supplement) 85(2), February, 2006. 4. M.S. Alam and M.A. Wahab, ”Modeling of Fatigue Crack Growthand Propagation Life of Joint of Two Elastic Materials Using Interface Elements,” International Journal ofPressure Vessel and

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

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Pre-College Engineering Education Division

Possible Consideration Level Level Time Level In-class Pre- Well suited to 2-3 2-3 class Low. System Indirect Centers on teacher approach professional young planning periods aware of S-L, Advocacy control as it introduces Beginning students or periods but not using S-L elements in the students with the method classroom with relatively high

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Pre-College Engineering Education Division

”included a claim about a design that was supported by anything else, whether that support was apiece of evidence or a warrant. Data So, Qualifier , Claim Since Unless Warrant Rebuttal On account of BackingFigure 1. Toulmin’s Argument Pattern23. Adapted from The Uses of Argument (p. 97), by S. E.Toulmin.The Framework for Quality K-12 Engineering Education was designed to inform thedevelopment and evaluation of curricula, standards, and other education initiatives related to K-12 engineering education24. The framework is made up of nine indicators that

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

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Pre-College Engineering Education Division

and teaching, 21st century learning skills, using technologyin the classroom, and STEM career awareness (The Friday Institute for Educational Innovation,2012b). The Teaching Design, Engineering and Technology (DET) survey measures teacherperceptions and familiarity with these subjects and perceived barriers to teaching these topics.The DET survey has 40 questions using a 5 point Likert scale (Tao, Purzer, & Cardella, 2011).TRAILS students are being surveyed to assess interest and confidence in learning STEMsubjects as measured by the Students Attitudes Toward STEM Survey (S-STEM) for middle andhigh school students (Friday Institute for Educational Innovation, 2012a). Student participantsare surveyed in both the experimental and comparison

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Chanel Beebe, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Thinking Teacher Resources (Second ed.).Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education,43(1), 75–98.Dasgupta, A., & Purzer, S. (2016, October). No patterns in pattern recognition: A systematic literature review. In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-3). IEEE.Hynes, M. M., & Moore, T. J., & Cardella, M. E., & Tank, K. M., & Purzer, S., & Menekse, M., & Brophy, S. P. (2016, June), Inspiring Computational Thinking in Young Children's Engineering Design Activities (Fundamental). In the Proceedings of the 2016 ASEE Annual

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brett Doudican, University of Dayton; Margaret Pinnell, University of Dayton; Brian Lawrence LaDuca, University of Dayton

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Pre-College Engineering Education Division

opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.Bibliography1. J. Popkin and K. Kobe (2010), Manufacturing Resurgence, A Must for US Prosperity, National Association ofManufacturers and NAM Council of Manufacturing Associates, January, 2010.2. National Association of Manufacturers. www.nam.org/Issues/Official-Policy-Positions/Human-Resources-Policy/HRP-01-Education-and-the-Workforce.aspx, accessed Sept 15, 2014.3. Freeman, A., Hrabowski, F. (2012) Broadening Participation in the American STEM Workforce, BioScience,62(4):325-326.4. Frantz, T., Siller, T., DeMiranda, M (2011), Pre-Collegiate Factors Influencing the

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Holly Miller, Riverside Intermediate School; Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Aran W. Glancy, University of Minnesota, Twin Cities; Emilie A. Siverling, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

middle school mathematics teacher’s practical knowledge using personal experiential research methods.Mr. Murat Akarsu, Purdue University, West Lafayette (College of Engineering) c American Society for Engineering Education, 2017 Mineral Mayhem: Using Engineering to Teach Middle School Earth Science (Resource Exchange) Target Grade Level: 6th-8th grade E n g rT E AM SEngineering to Transform the Education of Analysis, Measurement, & Science Authors and Contact Information: Holly Miller1 Tamara J. Moore2 Aran W. Glancy3 Emilie A. Siverling2 S. Selcen Guzey2 hmiller@hse.in.us tamara@purdue.edu aran@umn.edu esiverli

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

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Pre-College Engineering Education Division

image or images comes to mind when you think of engineers or engineering? 4. In your view, what is science? What is its purpose? 5. Do you agree with the statement “engineering is applied science? Why, or why not? 6. In what way are science and engineering similar? 7. What are the differences between science and engineering? 8. If two engineering firms are given the same job (to design a new cell phone), would the product be more or less the same? Why, or why not? 9. Please answer the following three questions based on the statement here. Imagine that another bridge is going to be built over the Colorado River. a. What do engineers need to consider in the process in planning this? b. What component(s) of this task will be

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Pre-College Engineering Education Division

a secondoffering is planned for 2017 albeit with a more accessible project.References1. Goldman, S., & Carroll, M., & Zielezinski, M. B., & Loh, A., & Ng, E. S., & Bachas- Daunert, S. (2014, June), Dive In! An Integrated Design Thinking/STEM Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana.2. Biggers, M., & Haefner, L. A., & Bell, J. (2016, June), Engineering First: How Engineering Design Thinking Affects Science Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.3. Menold, J., & Jablokow, K. W., & Kisenwether, E. C., & Zappe, S. E. (2015, June), Exploring the Impact of Cognitive Preferences on

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

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Example Topic(s) Aligned Measurement Human-Centered Creative Self-Efficacy and Creative Role-Identity; Creativity Design Thinking Design in Engineering Design (Artifacts) Design Elements and Engineering Design Ideation Capacity; Creativity in Engineering Design Principles Process (Artifacts) Ideation Capacity; Creativity in Engineering Design Spatial Thinking (Artifacts) Design Skill Development Technical Capacity Creativity in Engineering Design (Artifacts) Tinkering

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Pre-College Engineering Education Division

; however, there were students in each grade level who recounted how their groupnegotiated specific disagreements around design decisions. Consider, for example, the followingexchange, in which one student describes a disagreement about the placement of the catapult inthe 6th grade design challenge: R: Did you feel comfortable sharing your ideas with the others in your group? S: Yes ma'am. R: Why do you think that is? S: We was all buddies and stuff. She let us choose groups. We got to choose our buddies. I felt comfortable because, you know, there was really no target answers. It was just an idea. R: Was there a time when there was any kind of disagreement in your group? S: Yes. One time me and this

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Pre-College Engineering Education Division

design from the start. The fifth principle is to ensure allscience and mathematics concepts, and technology tools employed are necessary forstudents’ successful completion of the STEM-design projects. With these principles inmind, the next step is to examine classroom enactments of the curriculum, focusing onthe extent to which students apply mathematics and science concepts to their designwork and the challenges and affordances for doing so (Berland, 2013).Effective Instructional Methodologies Contemporary engineering education should emphasize the design process,challenge-based learning, and other engineering habits of mind (Berland, Martin, Ko, etal., 2013). The results of Berland, Martin, Ko, et al.’s (2013) study revealed that as