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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Diversity

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Pre-College Engineering Education Division

teacher professional development to enhance student learning of STEM contentwhile generating interest in STEM careers (Kelley & Knowles, 2016). TRAILS seeks to increaseSTEM self-efficacy within science and technology teachers and advance students’ learning ofSTEM content at schools in rural settings. TRAILS uses engineering design as a STEM subjectintegrator, providing an authentic learning context to promote 21st century skills, and motivatestudents to pursue STEM careers. The TRAILS model blends scientific inquiry and engineeringdesign to teach common STEM practices and STEM habits of mind. TRAILS leverages the useof innovative tools such as additive manufacturing technology, 3D scanning technology, andparametric modeling software, allowing

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Pre-College Engineering Education Division

mindful of Engineering Design Process, but were given no additionalinstructions.Figure 3. Sample lot and residence for Design Challenge I. back porch 5’ House 15’ 20’ decorative blind door steps parking 6’ covered porch (3’ wide)Figure 4. Sample lot and residence for Design Challenge I.The campus “field trip” to use wheelchairs and explore ramp configurations, combined withinitial brainstorm sessions, took approximately 3 class

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Nicole Elfer, Tulane University

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #20067A Preliminary Evaluation of the Tulane Science Scholars Summer Programthrough Quantitative and Qualitative Self-assessment (Work in Progress)Katherine Nicole Elfer, Tulane University Kate Elfer is a Ph.D. Candidate in Biomedical Engineering at Tulane University. She received an internal fellowship for community engagement and works year-round to promote STEM education. She is also on the board of two New Orleans STEM Education non-profits. After graduation, she will seek positions that allow her to continue mentoring and teaching STEM at all education levels. c American Society for

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

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Diversity

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Pre-College Engineering Education Division

Paper ID #16895Developing a Questionnaire and Evaluation Methods for a High School RocketProgramMr. Ibrahim Halil Yeter, Texas Tech University Ibrahim H. Yeter is currently a PhD candidate in the Curriculum and Instruction program at the College of Education, and at the same time, he is pursuing his Master’s degree in Petroleum Engineering at Texas Tech University. He is highly interested in conducting research within the Engineering Education frame- work. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

Tagged Divisions

Pre-College Engineering Education Division

school and high school girls topromote computer science and robotics. 11 His Arts and bots is a combination of crafting andcommon robotics programming that promotes collaborative “expression-focused robots”rather than competition based robotics.12In our work, co-robots are introduced as pedagogical tools to utilize engineering design as amotivator to teach Science, Technology, Engineering, and Mathematics through practicalhands-on activities to students. Engineering education assists development of engineering“habits of mind” including systems thinking, creativity, optimism, collaboration, effectivecommunication, and ethical considerations.13 This paper reports on the first year of a multi-year project to engage middle and high school students

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

instance,in project-based classrooms, instruction provides context that helps students connect what theyare learning to why it matters and what it is useful for [36-39]. Project-based courses can changestudents’ minds about the usefulness of content they are learning [40]. We asked students toevaluate whether what they were learning mattered for their future careers.Projective identification: knowing an engineer, or someone who knows about engineeringHaving a relative—not necessarily a parent—can strongly influence students’ choices aboutwanting to become an engineer [41]. Some studies have found a greater impact on women, andthat “engineering family members are passing on engineering-related knowledge, interests, andaspirations” [42]. Thus

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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Diversity

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Pre-College Engineering Education Division

engineering education, the UTeachEngineering program,instituted by the University of Texas at Austin, Marshall and Berland20 explain that one of thechief commitments of the UTeachEngineering program is that of a commitment to engineeringpractice for its own sake. They offer this rationale for this philosophy: For example, this work posits that that [sic] a primary goal of pre-college engineering education is for students to develop a command of the engineering design process and engineering habits of mind and that traditional math and science content goals are secondary to this in an engineering class. This is an important commitment. […] Our contention is that they cannot be a side-note in traditional math and science

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

discussions related to engineeringdesign, especially when these teachers are working with large populations of English learners.The purpose of this exploratory study was therefore to identify the discourse moves that twomiddle school teachers used to foster dialogic exchanges between their students, many of whomwere English learners, as they engaged in engineering design activities. Related LiteratureMany teachers engage in discourse that is monologic—or to use van de Weghe’s phrase, theyplay the game of “What’s on my mind?” (p. 88). Decades of research has indicated thatmonologic patterns—most notably, the I-R-E patterns—dominate classroom discourse regardlessof academic discipline.1, 8 Nystrand and colleagues

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey A. Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W. Glancy, University of Minnesota, Twin Cities; Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16961Students’ Use of Evidence-Based Reasoning in K-12 Engineering: A CaseStudy (Fundamental)Corey A. Mathis, Purdue University, West Lafayette Corey Mathis is a Ph.D. candidate in Engineering Education at Purdue University. She received her B.S. in biology and her M.E.D. in secondary education from Northern Arizona University and is a former high school science and technology teacher. Her research interest includes improving students learning of science and engineering through integrated STEM curricula.Emilie A. Siverling, Purdue University, West Lafayette Emilie A. Siverling is a Ph.D. Student in Engineering

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; Jennifer H. Rushing, Central Coast New Tech High

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

 framework for teaching the EDP to all students.  Although there is no agreed­upon standard for the engineering design process,  11,12  ​certain steps are recognized as essential for good engineering design.​ For this project, the  13​EDP framework adopted is that developed by the Engineering is Elementary (EiE)​  curriculum team as shown in Figure 2.  Although the EiE framework was developed with elementary students in mind, we like its simplicity and feel it is still an appropriate framework in which to cast this project.  The EiE framework has just five one­worded

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

Pre-College Engineering Education Division

attitude toward the engineering design cycle not only made the learningmore fun, but also allowed students to take risks. Failure was always an option because learninghow to deal with failure is valuable, it helps students to recover faster the next time theyencounter a design issue. Encouraging students to build a skill set to diagnose issues was just asimportant as making sure they produce an end product.6 Understanding by Design (UBD) is a process where teachers create an educational unitwith the end goal in mind.7 In this work the end goal was for students to create a gourmetmolecular gastronomy (MG) snack created during a Cook-Off event. MG is a branch of foodscience that studies the physical and chemical transformations of food. The

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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Diversity

Tagged Divisions

Pre-College Engineering Education Division

materials andmanufacturing trends is a prescription essential to man (woman) power transformation. Teamreflections support program revisions which include civic minded components of research ethicsand engineering for the good of society, as well as the benefits of community-based learningteams for workforce development of the next generation of STEM professionals.IntroductionAdvanced manufacturing and materials science education is directly related to pre-collegeengineering education in that it involves the implementation and integration of new technologyto improve products and/or processes, with the relevant technology described as ‘advanced,’‘innovative,’ or ‘cutting edge’, into innovative teaching strategies and robust learningmaterials.1,2 A

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miancheng Guo, University of Massachusetts; Martina Nieswandt, University of Massachusetts; Elizabeth McEneaney, University of Massachusetts

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering practice (r=-0.11, n=99, p=0.914).However, there was a significant correlation between group female percentage and theachievement in biology knowledge of all students (both girls and boys) (r=0.162, n=185,p=0.027), although there was no significant correlation between group female percentage andall students’ achievement in engineering practice (r=0.088, n=185, p=0.233).How to interpret all these achievement results in relation to the female and male students’levels of engagement? Would they be more influenced by behavioral, emotional, or cognitiveengagement? What were the specific factors that were related to the students’ changing levelsof engagement? We will continue with our data analysis with these questions in mind andreport more

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Marie Anne Aloia, Bayonne High School; Laurent Simon, New Jersey Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

1991.Ms. Marie Anne Aloia, Bayonne High School Marie is an alternate route teacher with an educational background in math, physics, chemical engineering and computer science. As the first girl in her family to go to college, and maybe to prove the point, she earned two bachelor’s degrees, one from Montclair State University by day, and 8 years later, one from New Jersey Institute of Technology, by night, while working full time by day at Exxon Research and Engineering. While a traditional female career, like teaching, was the last thing on her mind, she was drawn to educational outreach because she herself had received so little career advice. She eventually ran the educational outreach program at Exxon. After 25

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

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #20188Measuring Changes in High School Science Teacher Practice: Results of aMaterials Science-focused Professional Development ProgramDr. Alison K. Polasik, The Ohio State University Alison K Polasik received a B.S.E. degree in Materials Science and Engineering from Arizona State Uni- versity in 2002, and M.S. and Ph.D. degrees from The Ohio State University in 2005 and 2014, respec- tively. She is an assistant professor of practice in the Department of Materials Science and Engineering at OSU. Dr. Polasik’s research interests include modeling of microstructure-property relationships in metals, assessment of

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

psychiatry.Dr. Muhsin Menekse, Purdue University Muhsin Menekse is an assistant professor at the School of Engineering Education at Purdue University, with a joint appointment at the Department of Curriculum & Instruction. Dr. Menekse’s primary research investigates how classroom activities affect conceptual understanding in engineering and science for all students. His second research focus is on verbal interactions that can enhance productive discussions in collaborative learning settings. And his third research focus is on metacognition and its implications for learning. Much of this research focuses on learning processes in classroom settings. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

focuses on human action, communication, and learning as socio- culturally organized phenomena. A major strand of his research explores the varied trajectories taken by students as they attempt to enter professional disciplines such as engineering, and focuses on the dilem- mas encountered by students as they move through these institutionalized trajectories. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering

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

Tagged Divisions

Pre-College Engineering Education Division

engineering design alongside content physics.This study, part of a larger participant observation dissertation study of engineering integration inhigh-school physics, investigated how a physics teacher, “Leslie,” integrated engineering designinto a projectile motion lesson to address the question of how a physics teacher’s existingresources, or bits of knowledge and reasoning, help the teacher be productive in teachingengineering design in physics class. Some of Leslie’s inquiry facilitation commitments andhabits of mind such as requiring student reasoning, not giving away steps or answers, requiringgood data, giving up teacher authority, providing rich contexts, constructivist and socialconstructivist mindsets, and a growth model of learning

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; Johannes Strobel, University of Missouri

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Missouri, where he also directs a maker initiative for the College of Education. He received his M.Ed. and Ph.D. in Information Science & Learning Technologies from the University of Missouri. His research/teaching focuses on engineering as an innovation in pK-12 education, policy of STEM ed- ucation, how to support teachers and students’ academic achievements through engineering, engineering ’habits of mind’ and empathy and care in engineering. He has published more than 140 journal articles and proceedings papers (many with graduate and undergraduate students) and is the inaugural editor for the Journal of Pre-College Engineering Education Research. c American Society for Engineering

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chelsea Monty, University of Akron; Alvaro A. Rodriguez, University of Akron; Zach Griffith

Tagged Divisions

Pre-College Engineering Education Division

), engineering is now an integral part of K12 STEM education. Inparticular, engineering education is expected to “(1) focus on design and problem solving; (2)incorporate appropriate science, technology and mathematics (STEM) concepts; and (3)‘promote engineering habits of mind. (Sanders, 2009; NRC, 2012)” This has led to thedevelopment of new strategies and practices to integrate engineering curricula into traditionalK12 science classrooms (Berland). However, there are few studies that evaluate theeffectiveness of these innovative approaches to K12 STEM education to fully understand theirimpact on understanding of STEM concepts.In order to comply with the recent reform focused on integrating engineering into moretraditional science classrooms, teachers

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

characteristics of high quality STEM integration, including providing“opportunities for students to learn from failure and redesign.”18 Many in engineering educationpromote the idea of teaching it through the habits of mind, or how engineers think and do theirwork.19 These include: “systems thinking, collaboration, ethical considerations, creativity,communication and optimism.”20 Failure, although not explicitly named, is best exemplified aspart of the habit of mind of optimism. Resilient responses to design failure include an optimisticmindset that the problem can indeed be solved or that the failure can be overcome. Theseresponses are representative of a growth mindset, in which students learn from failure andbelieve that growth is a natural byproduct

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin R. Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #17801Implementation and Evaluation of an Engineering-Focused Outreach Pro-gram to Improve STEM Literacy (Evaluation)Dr. Kuldeep S. Rawat, Elizabeth City State University KULDEEP S. RAWAT is currently the Chair of Department of Technology and Director of Aviation Sci- ence program at Elizabeth City State University (ECSU).He has earned an M.S. in Computer Science, 2001, an M.S. in Computer Engineering, 2003; and, a Ph.D. in Computer Engineering, 2005, from the Center for Advanced Computer Studies (CACS) at University of Louisiana-Lafayette. He serves as the Site Director for NASA MUREP Aerospace Academy program at

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

. Journal of Technology Education, 19(2), 50-64.Menary, R. (2007). Cognitive integration: Mind and cognition unbounded. London: Palgrave Macmillan.Mentzer, N. (2012). Team Based Engineering Design Thinking. National Center for Engineering and Technology Education.Mosborg, S., Adams, R. S., Kim, R., Atman, C., Turns, J., & Cardella, M. (2005). Conceptions of the engineering design process: An expert study of advanced practicing professionals. Paper presented at the meeting of the American Society for Engineering Education, Portland, OR.Purcell, A. T., Gero, J. S., Edwards, H. & McNeill, T. (1996). The data in design protocols: The issue of data coding, data analysis in the development of models of the

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brynn Kasper, University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; Noah Kasper, University of St. Thomas; Brett D. Gunderson, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

an attempt to not only fill the holes regarding the topic ofengineering that the students might experience, but to also discover the most effective way toteach this growing subject area to a different community of students than typically considered.A Note on Deafness and Language FacilitationThis program is unique as we tailored each activity to the abilities, skills and interests weassumed might be present for the group of deaf students we worked with. Keeping in mind thelittle importance and relevance sound-related activities would hold with our students, wemodified existing activities to include as much visual interest as possible. Each module began byintroducing the engineering discipline of focus and related applications of that

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16486Measuring the Impact of Service-Learning Projects in Engineering: HighSchool Students’ PerspectivesTamecia R. Jones, Purdue University, West Lafayette Tamecia Jones is currently a doctoral student in the Engineering Education department at Purdue Uni- versity with a research focus on K-12 engineering education, assessment, and informal and formal learn- ing environments. She is a graduate of Johns Hopkins and Stanford University. Originally trained as a biomedical engineer, she spent years in the middle school classroom, teaching math and science, and consulting with nonprofits, museums, and summer

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Michael D. Boatright, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

conducted a search for “handicapped doors.” Severalphotographs of wheelchair-accessible doors appeared on his iPad screen. He tapped on an imageof a door that appeared to be the most similar to the design that his group had in mind. When hetapped on the image, the website on which the image appeared was displayed on the screen. Hescrolled down the website skimmed it for information on the door’s costs. This exampledemonstrates how participants tended to use visual strategies, rather than written strategies, tofind information. Miguel could have typed “cost of average handicapped door” in a regularGoogle search engine, but instead he preferred to use a visual strategy that would result inimages rather than in words

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

. However, traditional classroom activities emphasizewell-defined problems and encourage students to manipulate abstract symbols such as physics ormathematical formulas to identify solutions. Such reliance on abstract operation, along withhaving little experience of concrete modeling through embodied and prototyping techniques, hasled students to face great challenges when entering engineering programs2. Therefore, middleschool students need increased exposure to engineering design experiences that transform their“habit of the mind”—from fixating on thinking-before-prototyping towards prototyping-to-think.In this study, we structured a toy design workshop to provide hands on and engaging designactivities for middle school students, to help them

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #19643From Professor to Teacher: Who Knows What Engineering Is Best in the K-12 Classroom?Sr. Mary Ann Jacobs Ed.D., Manhattan College Mary Ann Jacobs, scc is an assistant professor in the School of Education. She prepares secondary teacher candidates in all content areas through her courses in secondary pedagogy. Her areas of interest include STEM education, brain compatible strategies, and action research in the classroom.Dr. Zahra Shahbazi, Manhattan College Zhahra Shahbazi is as an assistant professor of Mechanical engineering at Manhattan College. She earned a B.S. degree from the University of Tehran

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

graduation. Somestudents also described their enjoyment of the camp, particularly the chance to learn from peersand make social contacts with a group of like-minded students.Concluding Remarks The design of E-GIRL curriculum successfully excited female students about engineeringcareers. The structure and activities provided participants with a unique opportunity toexperience a week as an engineering undergraduate student both academically and socially.Interactive lessons and the group project introduced students to engineering problems and currentproblems engineers (hydraulic fracturing) are working to solve. Since female students tend toprefer problem solving with real world and social connections,5 a project focused on hydraulicfracturing, a

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #20096Teaching the Nature of Engineering in K-12 Science Education: A DelphiStudy (Fundamental)Dr. Brian Hartman, Walla Walla University Brian is a professor of education at Walla Walla University. He has 5 years of experience teaching high school science and practiced engineering for 12 years. His research interests include K-12 biological and chemical engineering curriculum development, nature of engineering, and creativity in engineering design.Randy L. Bell, Oregon State University Dr. Bell is an Associate Dean and Professor of Science Education in the College of Education at Oregon State University. His