Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, Florida Advanced Technological Education Center of Excellence; Richard Gilbert, University of South Florida

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Diversity

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Pre-College Engineering Education Division

. Utilizing a three-year Magnet School grant,DLJ established a Center for Mathematics and Engineering to developed and thenimplement its integrated, whole school curriculum with engineering as the core and theconnector. The results of this careful planning and meticulous attention to detailsproduced an elementary school environment that fosters student creative thinking withthe expectation of quantitative metrics to gauge that creativity. The merit of this totalemersion of engineering into an elementary curriculum is reflected in student scores onstandardized test as well as a plethora of awards and acknowledgements for the schoolincluding being named the top elementary STEM program in the nation by the 2015Future of Education Technology Conference

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Diversity

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Pre-College Engineering Education Division

process and artifacts. Students view and critique these to becomefamiliar with the kinds of representations that the notebook affords and the extent to which thenotebook can tell the story of another engineer’s ideas and outcomes. After this mentor textdiscussion, the students embark on a design task and create their notebooks as they work. Mid-design share-outs or gallery walks of the notebooks are important in this phase. Finally, the thirdphase involves students reviewing their notebooks with their design team, ideally as they preparea report or other more formal written artifact about their design, and the teacher and whole classof students reviewing multiple notebooks to reflect on design processes and phenomena.    Other supporting

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

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

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Pre-College Engineering Education Division

“scaffolds student activity” and “supports epistemic practices of engineering.”Table 3. Categories and Codes Category Code Structures teachers’ lessons Scaffolds Provides reference for student decision making and consensus student Provides prompts for students and groups to refocus their activity activity Focuses student attention on relevant details and processes Previews future parts of the lesson and design process Prompts students to synthesize and reflect on engineering design Supports Provides record of testing information for design evaluation and improvement planning epistemic Supports communication of ideas to other students and to teacher

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

effective classroom activity with a visual representation of the solution process.As a final assessment of teachers’ TPACK, on the final day of PD, they answered a set ofquestions designed to identify the role of the robot in each of the 10 lessons. The teachersidentified the pedagogical constraints and the benefits of incorporating the robot as a teachingtool for each lesson. This paper provides a description of three of these lessons, and anassessment of teacher reflections toward these lessons.2. Professional Development StructureThe goal of the professional development was to collaboratively and iteratively construct tenlessons that infused the LEGO EV3 robotics kit into existing middle school math and sciencecurricula; allowing

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

service Volunteer- ism FOCUS service Figure 1. Continuum of service and learning. Adapted from Swanson et al. (2014). Although there does exist a broad range to the definitions and types of community-oriented curricula, consistent themes do emerge in the service learning literature. These themessuggest that a true service-learning experience is at its essence a rich, authentic academicexperience entwined with a reflective experience of serving community needs. Indeed, ongoingreflection on the service experience and its pertinence to the academic objectives of thecurriculum is

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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Diversity

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Pre-College Engineering Education Division

clarity and reflect the scientific nature ofthe content10. As part of the in-class discipline specific activity, the students were divided intogroups by the instructors and were asked to collaborate with group members in dealing with theengineering challenge at hand. This grouping was done to emphasize the importance andnecessity of teamwork in engineering where cooperation impacts the productivity andperformance of the team and also to implement the concept of cooperative learning2,14. Based on feedback collected from program participants, instructors, and counselors duringthe 2015 program, some changes were made to the 2016 program. The theme for 2016 was CO2capture, which apart from being a global problem was chosen in part because the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

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Diversity

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Pre-College Engineering Education Division

the student received prizes. The UIW SMSE paid for the LunchBanquet.Program Evaluation, Effectiveness, and ResultsA pre-survey was administered while the students were applying for the camp, shown in Table 3below. Daily and final program surveys were conducted to assess the effectiveness ofminiGEMS 2015. The daily surveys indicated the program execution efficiency and allowedimmediate corrective actions, if necessary. The participant interest in engineering as a potentialcareer increased considerably, partially due to popular, hands-on, robot projects and the dailyguest speakers as were reflected in the post-survey results shown in Table 4. The finalsummative survey quantified program effectiveness and is shown in Table 5. The

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

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Diversity

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Pre-College Engineering Education Division

Technology Education and the recipient of the National Society of Professional Engineers’ Educational Excellence Award and the ASEE Chester Carlson Award. He is a fellow of the American Society for Engineering Education and the National Society of Professional Engineers.Dr. Monica E Cardella, Purdue University, West Lafayette Monica E. Cardella is the Director of the INSPIRE Institute for Pre-College Engineering Education and is an Associate Professor of Engineering Education at Purdue University. c American Society for Engineering Education, 2016 High School Students’ Reflections about Participation in Engineering Service Learning Projects (Work-in-Progress)IntroductionThere

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

Tagged Divisions

Pre-College Engineering Education Division

based on NGSS havethe potential to significantly impact assessment systems designed to evaluate student knowledgeand performance following instruction (National Research Council, 2014).Prior research studies which have been conducted in the broader STEM and NGSS assessmentrealms have produced suggested frameworks and practices for development of high-qualitySTEM assessments. Assessments in structured informal STEM environments should not containonly factual recall or other low cognition measures but should address a broad range ofcompetencies and should provide authentic evidence of learning and abilities (Bell, 2009).Specifically, NGSS assessments should reflect the three dimensions: disciplinary core ideas,crosscutting concepts, and science

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa; Rebecca Hooper; Jill Denman Murphy; Cody Anderson, Scottsdale Community College

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Pre-College Engineering Education Division

not necessarily reflect those of NSF or DOE.

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

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Diversity

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Pre-College Engineering Education Division

the feedback forms and pre-and post-tests of the children and respond to prompts on a reflection sheet.In an effort to make the activity modules freely available to other engineering students, K-12teachers and parents, a website was developed. The activity kit instructions, resources, materiallists and other related resources are posted on this website so that they can be widely accessed bypeople nationwide who would like to engage in meaningful and effective outreach to middleschool students. Additional resources including fun engineering websites for kids, informationabout engineering for parents and teachers and links to websites with additional engineeringactivities are also included on the website. The website is housed on the University

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

The principal joined the classes during the Cook-off event. He was impressed that allstudents were working together and supported each other during the entire event. He was excitedthat students were able to apply their content knowledge of macromolecules to design anappropriate snack. He liked that students were motivated by an authentic audience- the guestchef. Finally, he noted that student choice was an important part of this project. The event didhave design constraints, but the students were allowed to investigate and choose their own recipewithin the constraints which contributed to student engagement and student learning.Student Reflection - Effective group work During the unit, students were asked to self reflect and report in

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Diversity

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Pre-College Engineering Education Division

, the question remains, howshould those programs be tailored to best match the needs of teachers in rural areas? Toanswer this, we identify notable areas of low confidence and high benefit from responsesof rural teachers to the survey.From section one, the area of least confidence among rural teachers was their ability toimplement the NGSS in their classrooms, as measured by agreement to the followingstatement: “I feel confident enough in my foundational engineering knowledge levels tobe able to develop and deliver engineering content focused on applications that satisfyengineering standards in the Next Generation Science Standards (NGSS).” (M = 3.8 on a7 point scale, centered at 4) This weakness was reflected across all demographiccategories

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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Diversity

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Pre-College Engineering Education Division

% thought parents would be “interested” and28% thought parents would be “in the middle.” These differences across staff and parentsresponses may reflect staff members’ own hesitation about the topic as appropriate for earlychildhood education, as well as feelings that there are already many other content areas that theprogram must cover.Families and staff primarily associate engineering with building and constructionDespite their excitement and interest, both parents and staff members indicated a somewhatnarrow perception of engineering, although a large minority of respondents mentioned planningand problem solving. Table 1 highlights the most common coded response categories for eachgroup and the frequency of responses within each category

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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Diversity

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Pre-College Engineering Education Division

English Language Arts (ELA)classrooms. Other researchers, however, have studied discourse in science classrooms todetermine what teacher discourse moves promoted dialogic spells in whole-class discussions.Zhai and Dillon, for instance, found that when teachers used storytelling and analogies to teachaspects of botany, their students were more likely to construct elaborate verbal explanations intheir subsequent discussions.11 McNeill and Pimentel’s research in urban high school classroomsin many ways reflected the findings of Nystrand and colleagues.6 They found that dialogicdiscourse was more likely to occur when science teachers made explicit connections to previousstudents’ comments and when they asked “open-ended questions,” or questions that

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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Diversity

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Pre-College Engineering Education Division

thinking competencies in the context of problem solving in children.  The computational thinking competencies which most frequently appeared in educational apps appropriate for K-2 aged children.Each of the two researchers engaged in this process first coded one app individually. Next, weshared our experiences and findings to come into agreement about what certain activities in theapps required users to do. We then were able to generate examples and non-examples ofcomputational thinking. As we developed a collaborative understanding, we modified thecodebook with examples and non-examples reflected in Appendix 2.Next we used the codebook from Appendix 2 to code all 41 apps. Researchers spent exactly 30minutes

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chandan Dasgupta, Department of Computer and Information Technology, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette ; Jie Chao, The Concord Consortium

Tagged Divisions

Pre-College Engineering Education Division

to reflect on the design decision. AlthoughSam claimed to have a good orientation of the panels, Ms. KM problematized the claim. She didso while making sure that Sam remained motivated. She provided positive feedback (“Yeah yournumbers came way down. You’re moving in the right direction…”). At the same time, she alsomade sure that Sam knew that she would come back and check on the progress (“I’ll come backand check in a little bit”). In the process, she conveyed that the design process was not completeyet and there was room for further improvement thereby encouraging Sam to perform moreiterations. Ms. KM also ensured that her students had the authority and felt ownership of their work(Engle & Conant, 2002). For instance- KM

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

Tagged Divisions

Pre-College Engineering Education Division

outcome in their challenge or original ideas.In the context of the curriculum development, the ACTlab facilitated for the NSF-RET teacherparticipants was used to provide the teachers with the opportunity to critically reflect on theirideas of what is and what could be done in their classrooms and in the curriculum they were todevelop. As part of this process, the teachers were asked to identify their perspectives on avariety of topics such as: My classroom is structured or fluid; Silence in my class is good or notgood; The most effective and valuable learning happens in or out of the classroom. Additionally,as part of this process the teachers participated in a challenge sharing exercise. In this exercisethe teachers identified three challenges

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); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

. Computational thinking in out-of-school environmentsFamilies can play an important role in children’s learning experiences, because children spendmost of their time in out-of-school environments (Stevens & Bransford, 2007). Theseenvironments include everyday settings like family activities or in designed spaces like museumsand science centers. Children are engaged in different activities with their families that mayprovide them a wealth of learning opportunities. Through these learning opportunities, childrendeeply engage in learning while interacting with family members (and others), build on theirprior knowledge and interest, develop stronger thinking, and finally reflect on their learningexperiences through sensemaking conversations with their

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College

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Diversity

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Pre-College Engineering Education Division

outcomes in teaching and learningAs shown in this assessment the workshop successfully introduced learning styles to engineering studentsand improved their readiness for effective presentations.Each workshop was evaluated individually and required changes were applied. For example, after“learning style” workshop, we identified that these types of workshops can be more effective if offered asa two part training session and students work on a related assignment between two sessions and reflect ontheir learnings in group meetings. 2. Assess content validity of workshop plansOnce ambassadors select a topic and study the related background, they design a related hands-onactivity. Then they meet with a faculty mentor to evaluate the designed

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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Diversity

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Pre-College Engineering Education Division

: Viewers like you. New England Board of Higher Education, 22(1), 26-28.8 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.9 Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20th century United States. NWSA Journal, 16(1), 1-26.10 Blickenstaff, J. C. (2005). Women and science careers: Leaky pipeline or gender filter? Gender and Education, 17(4), 369-386.11 th Kohlstedt, S. G. (2004). Sustaining gains: Reflections on women in science and technology in 20 -century United States. NWSA Journal, 16(1), 1

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

Society for Technology in Education7. Engineering is a part of STEM, and as such“engineering as an iterative process that utilizes math tools and scientific knowledge to solveproblems is reflected in various degrees throughout existing standards documents [throughoutthe U.S. states]”8. Accordingly, the NGSS standards3 includes engineering practices. Thus,STEM content is currently ingrained in the U.S. K-12 educational system, but where does CSplay into this K-12 picture?It has been shown that CS is both an art and a science9, and in January 2016 President Obamalaunched an initiative “to empower a generation of American students with the computer scienceskills they need to thrive in a digital economy”10. Research shows that up until this point a

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

Pre-College Engineering Education Division

your students engage in the following learning activities?  Defining a problem when given probable scenarios  Brainstorming  Exploring multiple solutions to a problem  Evaluating criteria or constraints to a problem  Designing models or prototypes  Building physical models or prototypes  Testing possible solutions to a problem  Communicating solutions to a problem in written format  Communicating solutions to a problem in oral format  Communicating solutions to a problem by formal presentation  Reflecting in a notebook or journal  Developing a design portfolio  Critiquing their own work  Critiquing other students' work  Reworking solutions based on self or peer evaluation  Listening to

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

Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Diversity

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Pre-College Engineering Education Division

groups are not synced, so times do not line up with each otherperfectly (up to 5-minute offsets are likely). The bottom group, Julian and Alex, only have sixcoded turns; this group was difficult to hear on the camera because they spoke very softly,answered many facilitator questions with “I don’t know,” and spent much of the task time offtask building “launchers.” Even so, they had the most successful designs of any group (threeunique designs, one was tested twice).Note that ideas, factors, and designs are related but distinct. While ideas are often reflected indesigns, designs include a multitude of ideas of varying scale, many of which are not explicitlyexpressed. Ideas may or may not be expressed as factors about a design or the test related

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

have begun applying constructivist project-basedlearning and higher ordered thinking into their classrooms. Higher order thinking can be definedas a complex mode of thinking often resulting in multiple solutions. According toResnick,“higher order thinking involves uncertainty, application of multiple criteria, reflection,and self-regulation (Resnick, 1987).” In broader terms, higher order thinking can be classifiedusing Bloom’s taxonomy, overlapping with levels above comprehension (Bloom, 1956). Whilesimple recall of information is an example of lower order cognitive thinking skills, higher orderthinking skills involve analysis, evaluation, and synthesis (Zohar, 2003). Therefore, an essentialgoal of STEM education is to develop these higher

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

Tagged Divisions

Pre-College Engineering Education Division

completed in two parts: withindividual students brainstorming for a period of time and then working together to exchangeideas and brainstorm as a pair. After completing the redesign activities, students were asked aseries of reflection questions related to the difficulty and engagement of the activities as well asquestions about their experiences, if any, with similar kinds of activities. We have preliminaryfindings from the cog labs conducted with all students working in pairs and a few comparisonsbetween the two sets of cog labs. Redesign ChallengeStudents were provided information about the relative access people worldwide have to drinkingwater. And they were given a labeled diagram and description of a solar still that can producepure water

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

Matthew Dickens, Arizona State University; Shawn S. Jordan, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Pre-College Engineering Education Division

foryoung makers and families and how educational learning objectives match up with the attributesof making and values expressed by maker families.This will be addressed by both qualitative analysis of ongoing interviews with Young Makersand the parents of Young Makers. Emergent thematic analysis is be used to highlight themesrelevant to Maker families working together. Additionally, this work will explore the goals andpractices of informal science education museum community and establish a baseline and rangeof making activities and makerspaces in childrens’ museums.There is a trend for museums and science/technology centers to establish Makerspaces. ThePittsburgh Children's Museum has created Makeshop, a makerspace reflecting 7 specific

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

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Pre-College Engineering Education Division

included a claim inan engineering context, which was a suggestion or decision related to the engineering design,plus at least one other element of an argument (data, warrants, backing, modal qualifiers, orrebuttals) was coded as EBR for this paper.Coding for EBR occurred within two types of data: student conversations and worksheets.Conversational instances of EBR were identified in terms of episodes since they reflect the back-and-forth dynamics of conversation. As such, some episodes contain multiple interweavinginstances of reasoning from evidence, but because of this interrelated nature, each episode wascoded as one instance of EBR. When coding worksheets for EBR, each individual instance ofEBR was coded separately since worksheets are a form

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

English or mathematicsclassrooms. The advantage of the TAGS framework is that science/engineering content andpractice can be reflected together as ​integration​. In contrast, the revised Bloom’s taxonomy doesnot have this advantage, because the integrative nature of science and engineering content andpractice is missing. Therefore, we chose TAGS in this research.Process of Design (POD), Engineering Literacy, and Technology Literacy The Process of Design (POD) is a framework derived from the key indicators identifiedby Moore, Glancy, Tank, Kersten, Smith, & Stohlmann​12​ within their ​Framework for QualityK-12 Engineering Education.​ It is a research-based, rigorously evaluated framework which mapsto the common design processes

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

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Diversity

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Pre-College Engineering Education Division

Undergraduate Community Lifelong Colleges Learning Figure 1 - Promoting lifelong learningPre College Programs The FREEDM Center’s precollege program was revised in 2016 to reflect the vision andmission of the Center via modernizing the electric grid and to engage participants in engineeringeducation-problem solving, engineering