Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Richard Douglas Stock; Vanisa Turney

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Pre-College Engineering Education Division

the culturally appropriate readingmaterials.IntroductionA child’s ability to read by the end of third grade is a critical predictor of their future successincluding high school graduation, earning potential and general productivity.1 Many states havepassed legislation requiring schools to identify at-risk readers and provide interventions to helpincrease the reading scores of these students.2, 3 For example, Ohio has the Third Grade ReadingGuarantee which requires that students achieve a minimum score on the Ohio AchievementAssessment (OAA) in order to advance to the fourth grade. Schools are using a variety ofdifferent intervention strategies to improve the reading skills of at risk readers. One suchstrategy is afterschool literacy programs

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

is a work-in-progress and presents a successful pilot of a new communitycentered engineering educational initiative. Five specific areas associated with launchingthis pilot prototype two-week DTSC are presented including:1. Processes, methods and techniques used to develop new curriculum.2. Pedagogy, instructional concepts, activities, outcomes and environments.3. Developing effective collaboration and community partnership models.4. Review of results, outcomes and assessment techniques employed.5. Insights and details on how to improve and develop high school STEM programs.Processes, Methods and TechniquesThe ability to offer cutting edge innovation, creativity and design curricula was madepossible by a ten-year investment on the part of

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

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Pre-College Engineering Education Division

. Data collected during this timedemonstrated a statistically significant increase in teacher content knowledge and an increase in their useof guided inquiry and active learning activities (Polasik, 2016). Evidence has shown that guided inquiryand active teaching methods are correlated to increases in students’ content knowledge and capacity forscientific thinking (Shouse et al., 2007; 2010).In the 2012 – 2015 academic years, the program monitored teacher use of materials science hands-onactivities and their effectiveness as one metric of the degree to which the PD was impacting theclassroom. As Figure 1, (Polasik, Daehn, and McCombs 2016) illustrates, the number of materials scienceactivities increased substantially. This increase was also seen

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

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Pre-College Engineering Education Division

). Therefore, without a strong infrastructure supportingteacher professional preparation and development, simply adding new content is not likely toachieve the intended goals (Guzey et al., 2014).The authors of this work are affiliated with an NSF-funded STEM-C project STEM-C project inpartnership with the Des Moines Public Schools (Trinect) which deploys a new model of teacherpreparation through a multi-pronged, team-based approach. The project has completed threesemesters of activity involving cohorts of student teachers, cooperating teachers, and engineeringstudents. Through these efforts, we have observed several gaps in student teacher preparation,including: (1) understanding of the nature of engineering, (2) knowing the distinction andsynergy

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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Pre-College Engineering Education Division

developing pilot programs or activities, the team collected front-end data from Head Startparents and staff members in order to ensure that the project was aligned with the interests andneeds of the community and built on the prior experiences and funds of knowledge (González,Moll, & Amanti, 2005) of families and staff. The data collection was driven by three broadquestions, developed collaboratively across the partner organizations: 1) What are parents’ beliefs, attitudes, and interests related to engineering? 2) What funds of knowledge do parents and families bring to the experiences that can be integrated into the programs to make them more successful? 3) What opportunities and barriers exist for Head Start families that should

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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Pre-College Engineering Education Division

the program.Materials and MethodsWe used readily available materials for this outreach program. This includes buying a codingmouse and using free websites to learn coding language.Coding Mouse: We used the Learning Resources STEM Code & Go Robot Mouse Activity Set.This set is sold for $50 - $60 and is shown in Figure 1. v Figure 1: Learning Resources STEM Code & Go Robot Mouse Activity Set. This set includes a battery operated mouse that can be programmed to turn in four directions. The kit also include plastic maze grids and barriers for creating you own maze, suggested activity cards and double sided coding cards (see arrows in top left). This kit costs about $50 and the mouse alone costs about

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chanel Beebe, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

perceptionsbased on their social demographic. To investigate this hypothesis, our research team collaboratedwith two university sponsored summer programs that taught engineering to young students. Before participating in these summer programs, 85 students were interviewed and asked“What do you think mechanical engineers do?” Participant responses and organized by thedemographic data of the students. Student responses fell into one of the following six categories:(1) Mechanical/Moving Things, (2) Computers/Electrical Technology, (3) Civil Engineering, (4)Manufacturing/Building, (5) "More than Engineering," and (6) I Don’t know. Results indicatethat across races and genders, students interviewed primarily associate mechanical engineeringwith

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

researchers seek to understand whether and to what extent thedevelopment of engineering “habits of mind and action” in middle school STEM (science,technology, engineering, and math) courses leads to improvements in problem solving abilities,integration of STEM content, and increased interest in engineering. The Next Generation ScienceStandards (NGSS; NGSS Lead States, 2013) call for “raising engineering design to the samelevel as scientific inquiry in science classroom instruction at all levels” (p. 1). Reflecting thisemphasis on engineering as a core idea, recent reforms include proficiency in engineering designas a key component of college and career readiness (Auyang, 2004; Carr, Bennett, & Strobel,2012; Duderstadt, 2008; Kelly, 2014

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Hennig, University of Arizona; Daniel Lamoreaux, University of Arizona

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Pre-College Engineering Education Division

which participantswere prompted to brainstorm protective and risk factors for: 1) non-American Indian STEMteachers’ relatability to their American Indian students; 2) American Indian student persistencein school; and 3) retention of non-American Indian STEM educators in Nation schools. Oncedata were transcribed and reviewed, several patterns of insights emerged across prompts.Common protective factors for all three prompts emphasized the need for non-American IndianSTEM teachers to: 1) gain the trust of students; 2) build relationships with students’ families, 3)learn about and participate in the local culture and language; and 4) engage with communitymembers to build rapport. Identified risk factors across prompts included: 1) student absences

Conference Session

Pre-College: Teacher Impact on Student Mastery

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

argumentation in science and engineering and the benefit they play in developing literacy in specific content areas. c American Society for Engineering Education, 2017 Teacher Discourse Moves that Support Dialogic Interactions in Engineering in Linguistically Diverse Classrooms (Fundamental)Researchers and educators have long recognized the role that oral discourse plays in fosteringstudent learning.1, 2 Historically, much of classroom instruction has relied on the Initiate-Respond-Evaluate (I-R-E) pattern of oral discourse.3 In this pattern, the teacher initiatesdiscourse through asking a question, the student responds to the question, and the teacherevaluates the students’ response, giving

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katey Shirey, University of Maryland, College Park

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Pre-College Engineering Education Division

diSessa’s p-prims (Louca, Elby, Hammer, & Kagey, 2004),but for this study I am simply identifying various views, habits of mind, and patterns of actionthat seem tethered to decisions in various contexts. My framework states that 1. Teachers haverepertoires of resources that are bigger than what you would see at any given time. 2. Resourcesget “called up” or activated in various combinations due to situational conditions in response toclassroom, contextual, peer or social contexts, and are not necessarily consistently called upevery time. 3. Sometimes co-activated resources may be highly unstable and sometimes theymay be mutually reinforcing.In this paper I’m particularly interested in teacher moves, authority, what counts as knowledgeand

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Pre-College Engineering Education Division

have taught earth science, physical science, astronomy, and chemistry. I have been married to Leslie Harris Lamberth of Elizabeth City, NC since August 2014. In the summer of 2014 I was accepted into the Kenan Fellows Program to work with and learn about Dr. Gail Jones and Dr. Jess Jur’s work at the ASSIST (Advanced Self-Powered Systems of Integrated Sensors and Technologies) Center at North Carolina State University as an RET 1 (Research Experience for Teachers.) The ASSIST Center’s goal is to create a wearable, self-powered, multi-modal health moni- toring device. The following year I was brought back as an RET 2 to work with Hannah Elliott, Dr. Elena Veety, and Dr. Jess Jur to design, market, and implement

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

Paper ID #19074Teaching Teachers to Think Like Engineers Using NetLogoDr. Andrea Carneal Burrows, University of Wyoming Andrea C. Burrows is an assistant professor in the Department of Secondary Education at the University of Wyoming, where she teaches courses in science methods and pedagogy. Dr. Burrows taught at North- ern Kentucky University for five years. In 2010, she was hired as an external evaluator to conduct research on community/university partnership relations at the University of Cincinnati. She has received several awards including the: 1) Lillian C. Sherman Award for outstanding academic achievement (2011

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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Diversity

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Pre-College Engineering Education Division

order to ensure participants have an understanding of K-12 engineering education, only respondents that have appropriate background education, are involved in K-12 engineering teaching or research, and use K-12 engineering concepts in classes that they teach were included in the potential participant pool. From this pool, 25 participants were randomly selected from each of the four categories described above yielding a total of 100 participants who were sent the Round 1 questionnaire (See Table 5). Round 1 The first step of the research project was to send a single question to the 100 randomly selected participants from the 428 qualified respondents. Participants were asked to, “Please list all the characteristics of the nature of

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

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Diversity

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Pre-College Engineering Education Division

Science Teacher. This article includes an annotatedlist of all 31 books on the list, additional criteria related to science and engineering practices, alist of all reviewers, and the call for submissions for the 2018 Best STEM Books. See alsohttp://static.nsta.org/pdfs/2017BestSTEMBooks.pdf for a list of all 31 books and review criteria.2017 Best STEM Books in alphabetical order by title. (Title. Authors / Illustrators. Publisher.Age Range.)1. Ada Byron Lovelace and the Thinking Machine. Wallmark / Chu. Creston Books. K-5.2. Ada’s Ideas: The Story of Ada Lovelace, the World’s First Computer Programmer. Robinson. Abrams. 1-5.3. Ada Lovelace, Poet of Science: The First Computer Programmer. Stanley / Hartland. Paula Wiseman Books.4. Ben

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth McEneaney, University of Massachusetts, Amherst; Martina Nieswandt, University of Massachusetts, Amherst

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Pre-College Engineering Education Division

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

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Pre-College Engineering Education Division

focuses on evaluating methods of effective practice of an engineering design summerprogram for middle school students. The paper reflects on findings and observations regardinggender groupings in STEM, and how they affect student learning and confidence. In 2009,President Obama's Administration implemented the "Educate to Innovate" program to emphasizeSTEM (science, technology, engineering, and math) education. Women and men hold nearlyequal professional positions in the biological sciences, and close to that in math, yet womencomprise less than 30% of the science and engineering workforce as a whole.1 Students as youngas kindergarten express the belief that fields of study such as science and math are “boysubjects.”2 The societal norm that males

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda Whipker, The Forge Initiative; Robert A. Mackie, The Forge Initiative; Lynn A. Albers, Campbell University

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Pre-College Engineering Education Division

the questionnaire were open-ended to determine what questions might better beasked in a follow up survey. The questionnaire used could best be considered a first test probe tobe improved on and used for a larger, more carefully selected, set of survey participants.The survey was published through a post on Chief Delphi asking how teams select and organizetheir drive teams. The questionnaire itself had 2 parts. 1. A simple “forum based” poll that any registered user could activate by simply clicking on one of several answers. 2. A Google Forms based online questionnaire that could be reached by following a hyperlink. This paper will look at what can be gleaned from the responses to this questionnaire.ResultsThere were 61

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, Purdue University; Avneet Hira, Purdue University, West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

government have called for increasingthe enrollment of women in science, technology, engineering and mathematics (STEM) as lessthan 20 percent of those earning bachelor’s degrees in engineering are women 1. According tothe Congressional Joint Economic Committee, about 14 percent of practicing engineers arewomen 2. Multiple organizations and governmental agencies have invested in STEM educationprograms to research the gender disparity. Possible reasons that have been raised regarding lowfemale and minority engineering rates include misconceptions of what engineers do 3, lack ofrole models in engineering 4, and a shortage of engineering experiences for girls in earlyeducation 5. In spite of informal STEM programs out of the classroom, there has been

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

children’s early exposure to science at the middle and even earlier grades (Tai etal, 2006). The concept of elementary school career education has gained momentum in recent 5years. According to Ediger (2000), “the elementary school years are not too early to begin toachieve a vision of what one desires to do in life contributing to the world of work” (p.1). Community partnerships are mentioned by career education experts as one of the “tools”that can increase students’ awareness of their own interests and help them learn about a widevariety of occupations (Hogan, 1995). Furthermore, research on cultural-historical factors andtheir influence on Latino student educational success points to

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dimitra Michalaka P.E., The Citadel; Robert J. Rabb P.E., The Citadel; Susan Marie Engelhardt, South Carolina Governor’s School for Science and Mathematics

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Pre-College Engineering Education Division

, technology, engineering and mathematics (STEM) fields in order to beeconomically competitive in the global market. Recruiting students in STEM majors is not aneasy task and several efforts have been undertaken in the U.S. and abroad. For example, the U.S.department of education committed to support and improve STEM education by supportingeducational institutions, teachers and students in those areas4. Also, the European Union (EU)Lifelong Learning Programme funded the research program ATTRACT, Enhance theAttractiveness of Studies in Science and Technology, which focuses on four different aspects ofincreasing STEM workforce: (1) the attractiveness of being an engineer; (2) formal obstacles ofentering engineering education; (3) attracting students to

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

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Pre-College Engineering Education Division

Education designed to increasethe number of low-income students who are prepared to enter and succeed in postsecondaryeducation [1]. It provides states and local community-education partnerships with six-to-sevenyear grants to offer support services to high-need, middle and high schools. State grants arematching grants including multiple school systems that must include a scholarship component,while partnership grants focus more on collaborations among a school system, institutions ofhigher education, local and state education entities, businesses, and community-basedorganizations. The support services include critical early college awareness and activities liketutoring, mentoring, academic preparation, financial literacy, and career education to

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

John M. Mativo, University of Georgia; Roger B. Hill, University of Georgia; Theodore J. Kopcha, University of Georgia; Jennifer McGregor, University of Georgia; Seungki Shin, University of Georgia; Ikseon Choi, University of Georgia

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Pre-College Engineering Education Division

will present a mixed methods research approach thatincludes interviews with students and teachers and analysis of data based on students’ solutions.IntroductionThe National Science Teachers Association (NSTA) supports elementary school science. Amongthe factors stated by NSTA that help students learn best include: a) involving them in first-handexploration and investigation; and b) when mathematics and communication skills are integralpart of science instruction [1]. The aforementioned factors are an integral part of the engineeringdesign process as in research “Brainstorm” to for possible ways to address a problem and“calculating” for optimal solution. Engineering design process can be a very useful tool inlearning science, however, in many

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Dixon, Ohio State University; Deborah M. Grzybowski, Ohio State University; Jenny Vi Le, Ohio State University; Carlos E. Castro, Ohio State University; Madith Barton, Ohio State University; Olivia R. Richardson, Ohio State University

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Pre-College Engineering Education Division

and to inquire into the nature ofthe teacher learning about engineering that transpired over the course of the project. smART Project Background This study took place in two middle schools located in Columbus, Ohio. The firstschool, Metro Early College Middle School, (MECMS), has a student body of 300.MECMS, a semi-public, non-charter STEM school, is open to all students in the state, butmost reside in the city where the school is located. The school is administered by agoverning body comprised of representatives from school districts throughout the state,this study’s university partner, and industry collaborators. The socio-economicdemographics of the school’s student body are described in Table 1

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

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Pre-College Engineering Education Division

learn. Teacher preparation and scaffolding are key toimplementation of design based learning and lead to significant student learning gains 1. ProjectTESAL addressed teachers’ knowledge of content and knowledge of pedagogy 2. Teachers needdeep understanding of the mathematics and science they will teach. They also need knowledge ofhow students develop understanding of content, how to set significant learning goals, how toselect and implement appropriate instructional tasks, and how to assess learning 3. Well-designedprofessional development experiences are integral to developing such knowledge and skills 4.National standards documents make it clear that mathematics is an essential tool for scientificinquiry, and science is a critical context

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

@purdue.edu sguzey@purdue.edu Amanda C. Johnston1 Hillary E. Merzdorf2 Elizabeth Suazo-Flores2 Murat Akarsu2 johnst78@purdue.edu merzdor@purdue.edu esuazo@purdue.edu markarsu@purdue.edu 1 2 3 Riverside Intermediate School, Purdue University, University of Minnesota Project Description The EngrTEAMS project has been developing a suite of 13 integrated STEM curricula for grades 4 – 8. The curricula are hands-on engineering design challenges that integrate mathematics and science grade- appropriate content, mapping to Next Generation Science Standards for engineering and discipline-specific standards. Each unit was inspired by

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

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Pre-College Engineering Education Division

primary goal of the program is to help participants make informed decisions aboutengineering majors and careers. To this aim, the purposes of the program are: 1) to offer aplatform for female high school students to learn about the various disciplines of engineeringoffered at Texas Tech University and other universities; 2) to provide a realistic universityexperience, including coursework, social, and professional development opportunities; and 3) toprovide hands-on exposure to a real-world engineering problem. E-GIRL ran for the second timein the summer of 2016 based on the favorable support it received in 2015. Primary componentsof this year’s program were a multidisciplinary group project focused on the theme of CO2capture and storage as well

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jafar F. Al-Sharab, Northwestern State University; Curtis Paul Desselles Jr., Northwestern State University of Louisiana; Mauricio J Escobar Medina; Robert Dalling; William Spencer Heitman; Ariell Nashalette Shield

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Pre-College Engineering Education Division

/University.Manyofourpreviousstudents who were serious and made good progress in their research were successful tosecurefullscholarshipathighrankuniversities.Participants in the NSU-LSMSA Makers Club generated great ideas, which are relatedenergy harvesting, robotics, and launching devices. All these projects and ideas are veryappealingand,moreimportantlyapplybasicscience.Studentsweretaughtbasicresearchprocedure and they were encouraged to get credit by publishing their work in journals,conferences,andprofessionalmeetings.TheMakersClubisdesignedtoprovide studentsnot only with knowledge but also equip them with the essential skills in writing forpublication such as how to write abstracts, papers, do oral presentations, and prepareposters.Publicationsoftheseprojectsinclude: 1

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Richard Power, Michigan Technical University; Sheryl A. Sorby, Ohio State University; Norma L. Veurink, Michigan Technological University; Kinnari Atit, Northwestern University ; Martha Carr, University of Georgia

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Pre-College Engineering Education Division

Motivation Questionnaire. This paper describes thestudy and outlines key findings to date, examining data from 1182 participantsgathered in co-operation with 22 practicing middle school teachers. Theimplications for engineering access and success will be discussed.IntroductionOver the past three decades a growing body of research has demonstratedconsiderable links between 3D spatial skills and performance in a diverse range ofdisciplines [1, 2]. In addition, increases in spatial skills that are the result of anintervention have demonstrated considerable links to increased retention andperformance in University level degree programs[3] . This is especially true forfemales who tend to demonstrate lower levels of spatial skills than those of theirmale

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

,observationsdocumentnumerousexamplesofstudentsutilizingSTEAMTrunktoolsandmaterialstomeaningfullyengageintheengineeringdesignprocess. 1 Introduction “Iamcallingonpeopleacrossthecountrytojoinusinsparkingcreativityand encouraginginventionintheircommunities.Today,letuscontinueonthepath ofdiscovery,experimentation,andinnovationthathasbeenthehallmarknot onlyofhumanprogress,butalsoofourNation’sprogress.Together,letus unleashtheimaginationofourpeople,affirmthatweareaNationofmakers, andensurethatthenextgreattechnologicalrevolutionhappensrightherein America”. PresidentBarackObama,2014WhiteHouseMakerFaire