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

. Through asystematic approach, we reviewed 89 apps and finally identified 12 educational app that promotecomputational thinking in the context of problem-solving. The apps and the computationalthinking competencies that each app promotes are listed in this study. For the field ofengineering education at large, the results of this study illuminate the following points: 1. Computational thinking is possible to observe and teach at the K-2 levels. 2. Educational media, especially apps, can be used to promote computational thinking competencies. The codebook can serve as a tool to review other educational media that promotecomputational thinking. In addition, the apps identified in this study can be integrated into bothformal and

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

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Pre-College Engineering Education Division

learning experiences through hands-on activities that reinforceclassroom STEM learning.New curricula in STEM education, such as AWIM, provide opportunities to examine anexperiential learning curriculum's impact on early elementary through middle school studentsspecifically in areas of student (1) application of engineering design as an engineering approachin STEM education and (2) knowledge of and attitudes towards STEM- related fields, careers,and educational opportunities.This paper examines a process by which assessment tools were selected and designed to measureearly engineering curriculum impact on application of engineering design, attitudes, andmotivations toward STEM. II. Literature ReviewIn an era of increased complexity where industry

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Campbell University; Jenna P. Carpenter, Campbell University; Marie E. Hopper, FIRST North Carolina

Tagged Divisions

Pre-College Engineering Education Division

ranking points and ultimately qualifying for the State Competition.FRC is an excellent hands-on activity that promotes intellectual and emotional growth forall students involved.1 The opportunity for learning is immeasurable thereby makingparticipation in FRC highly desirable. There is a need for more teams in order to givemore students this learning opportunity. Unfortunately, the demand for more teams iscoupled with a deficit of mentors. Many adults feel unqualified to mentor for numerousreasons. It is hoped that by sharing lessons learned of five, successful rookie teams, moreadults will realize their potential for mentoring and/or starting a FRC team.The 2016 FRC season was filled with excitement, a challenging competition design(FIRST

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon G. Morton, Drexel University; Jeff Gregorio, Drexel University; David S. Rosen, Drexel University ; Richard Vallett, Drexel University; Youngmoo Kim, Drexel University, ExCITe Center

Tagged Divisions

Pre-College Engineering Education Division

able to motivate andcatalyze interest in engineering.Using music and its accompanying technology as a tool for increasing interest in the sciences hasbeen explored before by a number of researchers. Jeanne Bamberger’s work showed thatstudents are able to better learn basic and intermediate math skills when they are also studyingcoherent musical structure [1]. Scott Douglas developed a high school curriculum incorporatingdigital music and audio synthesis as a tool to increase student interest in mathematics and science[2]. Douglas was motivated by the belief that everyone in modern society needs to be technicallyliterate and that introducing primary- and secondary-level students to engineering designprinciples is the best way to accomplish this

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

different age levelsas well as different durations for delivery of the activity. This framework for the lesson plan isshown in The Activity Overview, Table 1, a matrix where the target age groups are defined as85 Honey, M., G. Pearson, G., and H. Schweingruber, eds.. STEM Integration in K-12 Education: Status, Prospects,and an Agenda for Research. National Academy of Engineering and National Research Council. Washington, D.C.:The National Academies Press, 2014. Accessed January 27, 2017. https://www.nap.edu/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an.Grades 4-6 (Aware), Grades 7-9 (Assess) and Grades 10-12 (Analyze) the activity time durationsare estimated to be 10 minutes (Engage), 30 minutes (Explain) and 60 minutes

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University; Michelle Cook, Clemson University; Leigh Martin, Clemson University

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Pre-College Engineering Education Division

students’ experiences, gauge their expectations for theprogram, document what students learned within the program, and monitor the impact of theinternship experience on their careers. While only a subset of students reported that theydefinitely wanted to teach and were looking into graduate programs in education, other internsstated that they would consider teaching at some point within their careers.IntroductionSince the 1980s, educational researchers have warned of the shortage of highly qualified scienceand math teachers.1 Currently, the demand for qualified science and mathematics teachersoutpaces the supply, especially in high-need schools.2 The response to this warning has beentwo-fold: to enact strategies to retain teachers3 and to recruit

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

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Diversity

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Pre-College Engineering Education Division

sample of 123 students from grades 3-5classrooms that had implemented engineering thematic units. We examined the internalconsistency reliability of items, and conducted an Exploratory Factor Analysis (EFA) to examinethe relationships between items. Based on this analysis, we dropped several items that performedparticularly poorly.Data CollectionAs part of a large-scale efficacy study of an elementary engineering curriculum, we collectedpost-surveys of students’ interests in and attitudes towards engineering. Over two years, wecollected surveys from almost 11,000 students in grades 3, 4, and 5. Students spanned a widerange of demographic groups, from rural, urban, and suburban areas of several geographicallynon-contiguous states. See Table 1 for

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

follow a pre-determinedorder.          Figure 1. Card templates available to students on iPad tablets during an engineering design taskand an example of a student-produced Test card.  We view the notebook cards as one piece of distributed scaffolding, along with classroomstructures and practices. Ideally the cards are used as part of a sequence that begins with theintroduction and discussion of a “mentor text” notebook comprised of cards that documentanother student’s design

Conference Session

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

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

ideally improved, designs. “Design failure” occurs when designs fail tomeet one or more criteria, and is an inherent part of the EDP. Design failure enables engineers tofocus their improvement efforts on those aspects of the design that fail to meet criteria. In otherwords, engineers expect to learn from design failures.1 A quote that captures the importance of failure within engineering design is from HenryPetroski: Every successful design is the anticipation and obviation of failure, every new failure – no matter how seemingly benign – presents a further means towards a fuller understanding of how to achieve a fuller success.2The idea here is that design failures are opportunities to learn how to improve designs in

Conference Session

Pre-College: Resource Exchange

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)

Tagged Divisions

Pre-College Engineering Education Division

teacher and developed in conjunction with members of the EngTEAMS. The design projects in each unit vary in context and in terms of the mathematics and science concepts needed to create an adequate solution. Yet, within all the variation, each unit is an authentic engineering design challenge. The common design elements that cut across curriculum were specified in three overarching design competencies (Douglas, Moore, & Adams, 2016), each with specific objectives concerning the knowledge and practices that comprise the competency. Design Competencies Competencies Objective Students… 1:Studentsdefinethe A Gatherinformationtoexaminetheproblem(askquestionstoclient) problemfromthe

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

Engineering Undergraduates Concurrently Seeking K-12 STEM Teacher Licensure: Fuels the Soul or Too Many Barriers?IntroductionThe benefits of infusing K-12 education with engineering—specifically engineering design anddesign habits of mind—is well established; engineering design is a powerful vehicle for scienceand math education [1]. Engineering education research suggests that students who are exposedto engineering topics during their elementary and secondary years are more motivated to enrolland succeed in advanced science, technology, engineering and mathematics (STEM) courses inmiddle and high school, as well as eventually pursue engineering and other STEM careers [1, 2].Moreover, students who enter undergraduate engineering programs

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

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Pre-College Engineering Education Division

creating these plans seems germane. Therefore, the purpose of thisproject was to first compile elements of lesson plans that are valued by the profession (based onthe quality assessments found in the literature) and to compare lessons that were created bycontributors of various backgrounds.As a start, consider how teachers are taught to generate lesson plans when they are in a Collegeof Education program. University preservice programs generally have a systematic approach tolesson planning that is often based on educational research and practice. For example, theelementary education program at North Carolina State University uses the template in figure 1.This template has elements that are unique to the program, but are not tied to any

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Helen Meyer, University of Cincinnati

Tagged Divisions

Pre-College Engineering Education Division

willlikely stay the same if the state accountability tests are only measuring basic recall of facts andcomprehension skills.AcknowledgementsThe author would like to acknowledge the financial support provided by the U.S. NationalScience Foundation Award, DRL-1102990. Any opinions, findings, conclusions, and/orrecommendations are those of the investigators and do not necessarily reflect the views ofthe Foundation. References Anderson, K. J. B. (2012). Science education and test-based accountability: Reviewing their relationship and exploring implications for future policy. Science Education, 96(1), 104-129. doi:10.1002/sce.20464Blanchard, M.R., Southerland, S.A., Osborne, J.W., Sampson, V.D., Leonard, L.A., & Granger, E.M. (2010). Is

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

work at INSPIRE, Elizabeth was a district curriculum math specialist in San Antonio, TX and a middle school mathematics teacher at a Title 1 school in Waco, TX. c American Society for Engineering Education, 2017 Evidence-Based Reasoning in a Kindergarten Classroom through an Integrated STEM Curriculum (Fundamental)BackgroundEngineering is no longer an uncommon addition to P-12 classrooms. Basic engineeringguidelines and practices have been suggested for precollege students in a number of reports andarticles, including the Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas.​1​ Among the eight essential practices in science and engineering is the practice

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

Tagged Divisions

Pre-College Engineering Education Division

’ views of science, few studies have investigated how teachers understand and grapplewith the NOS as they are learning about Nature of Engineering (NOE) and how it affects theirviews of teaching. I am also interested in how teachers view the two content areas in relation toeach other and how they can be integrated within the classroom. The research method employedby this study is qualitative in nature. An exploratory case study design was utilized to developan in-depth understanding of how these teachers view of NOE and its relationship to science andthe pedagogical similarities, differences, and relationship between the two disciplines. Beloware the guiding research questions for this study. 1) How does teaching engineering affects the way

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

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Pre-College Engineering Education Division

2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distin- guished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included 3 edited books, 8 chapters in edited books, 1 book review, 59 journal articles, and 133 conference pa- pers. He has mentored 1 B.S., 21 M.S., and 4 Ph.D. thesis students; 38 undergraduate research students and 11 undergraduate senior design project teams; over 400 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 59 graduate GK-12 Fellows

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

student learning via a project-based learningassignment on the corrosion of winter maintenance vehicles in the State of Ohio. The module’seducational objectives were to (1) increase knowledge among high school students about thefactors associated with corrosion, specifically vehicular corrosion, (2) increase studentunderstanding of engineering principles behind corrosion prevention and mitigation, and (3)engage students in multiple interactive, hands-on activities to reinforce their learning. Pre- andpost- assessments were administered to (1) determine if an engineering module would allowstudents to develop a more complex understanding of corrosion engineering problems and higherlevels of corrosion science knowledge, (2) assess whether students

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Gonzaga University

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Diversity

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Pre-College Engineering Education Division

precollege engineering education is to promote the viability ofengineering as a potential occupation, and there are myriad of programs, both formal andinformal, that are engaged in this endeavor (e.g. incorporation of engineering into statestandards, marketing campaigns such as Changing the Conversation, engineering outreachevents, etc.). Each program has different foci, but oftentimes the same goal – how do we getmore students to consider engineering? Many programs evaluate engagement, formation ofengineering identity and even persistence. However, the number of students completing degreesin engineering has seen limited growth, despite this national push.1 How then do we broadenparticipation in engineering? While it would be impossible to map all

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

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Pre-College Engineering Education Division

that are teacher-ready.IntroductionA teacher’s learning journey is an on-going process throughout the teacher’s professional life.The classroom is continuously changing and therefore the teacher must be ready to meet thosechanges [1].In addition to the constant change, roughly 30% of chemistry and physics teachers did not majorin those fields nor are they certified to teach those subjects. A quarter of math teachers do nothold math degrees [2]. Thomas Luce, former assistant secretary at the U.S. Department ofEducation, notes that a certificate to teach math or science is not enough. "In our mind, acertificate doesn't necessarily mean somebody has content knowledge," he says. Althoughsubject certification varies from state to state, Luce says

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

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Diversity

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Pre-College Engineering Education Division

Swansea University in 1981. She was a faculty member in Computer Science at VCU for 32 years. Since retiring she now works as the Director of Diversity and Student Programs for the School of Engineering at VCU. c American Society for Engineering Education, 2017 Dean’s Early Research Initiative (DERI) – Pathways to STEM Afroditi V. Filippas and Lorraine M. Parker Virginia Commonwealth University, Richmond, VA 23284AbstractFour years ago, Virginia Commonwealth University’s School of Engineering initiated acollaborative program called the “Dean’s Early Research Initiative” (DERI) [1] with area highschools that introduced students to the exciting world of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Ali Osman Pektas, www.statprofs.com; Mustafa Akca; Daniel'le April DeVoss, Northern Arizona University

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Diversity

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Pre-College Engineering Education Division

, administrators, club organizers, and mentors to use theirresources effectively.Literature ReviewThe increasing need for professionals in STEM fields has been expressed at the national, and statelevels. On the national level, the President’s Council of Advisors on Science and Technology(2010) documented the “troubling signs” for the nation’s future STEM workforce. The U.S.Bureau of Labor Statistics projects that, during the period 2012–2022, employment in science andengineering occupations will grow by 14.8%, compared to 10.8% for all occupations (NSF, 2016).The Council has predicted that over the next decade, 1 million additional STEM graduates will beneeded. Warning signs that show increasing demand for STEM professionals will not be metinclude

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

found in the overallengineering self-efficacy of male and female students using independent sample t-tests.Univariate Analysis of Variance also revealed gender differences in the importance of variouselements of self-efficacy to a student's interest in becoming an engineer. Specifically, self-efficacy in traditional STEM coursework predicted interest in becoming an engineer for male butnot female students. For female students, experience in the ENGR 102 HS course was found topredict interest in becoming an engineer. This finding demonstrates the positive impact theENGR 102 HS course has on female students.1. IntroductionIn order to compete in the global market, the United States must continue to train the brighteststudents in Science

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

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Diversity

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Pre-College Engineering Education Division

, technology, engineering, and mathematics jobs in the United States are expected togrow nearly twice as fast as other fields by 2020 [1]. Hence, STEM education is crucial to theultimate success of our young people.  Unfortunately, there is a shortage of both interested andadequately prepared K-12 students in STEM subjects, especially among minority youth andyoung women [2]. Data shows that among the high school seniors who took the ACT in 2013,only 23 percent expressed interest in STEM majors and fields. Only half of the students whopursue STEM major’s graduate with a STEM-related degree [3].Gaps exist in science and math achievements for students that impacts success in college,especially in engineering programs [4]. The reasons are many, including

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

Tagged Divisions

Pre-College Engineering Education Division

Lesson Summaries Lesson 1: Making a Solar Cell, Grades 4-6Objectives: Students will demonstrate the steps involved in making a silicon solar cell andexplain the purpose of each step for optimizing solar cell efficiency.Lesson Description: After learning about how solar cells are made in a solar lab, students re-create the multistep process of making a silicon-based solar cell. Following a diagram withlabels and a key of materials used in the manufacturing of solar cells, students use constructionpaper and other materials (e.g., silver pens, saran wrap) to represent the materials in each layer ofa solar cell. Students then make connections between their PV cell and a real PV cell.Curriculum Connections: This lesson is

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nidaa Makki, University of Akron ; Nicholas G. Garafolo, University of Akron; Wondimu Ahmed, University of Akron; Kristin L. K. Koskey, University of Akron; Donald P. Visco Jr., University of Akron; Katrina B. Halasa, Akron Public Schools

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Pre-College Engineering Education Division

designs.Optimize: Students revise their designs using qualitative and quantitative assessment from 3D virtual wind tunnel simulation.Fabricate Final Design: Students 3D print their designs and explore advances in manufacturing and prototyping “tools” withadditive manufacturing (3D printing).Share Solution: Students share their solutions during class presentations and compete with their 3D printed designs in a districtwide race.Connection to Next Generation Science Standards:MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking intoaccount relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-2

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

technological, pedagogical and contentknowledge throughout a 50-minute, five days long design session. In particular, we noted theintersections of these constructs to understand the interplay between these connected constructs.We found that over a period of five days, Ms. KM’s conversations with the students reflectedPCK 45% of the time, TCK 38% of the time and TPK 17% of the time (Figure 1). 17% 45% 38% PCK TCK TPK Figure 1: Ms. KM’s TPACK distribution Pedagogical Content Knowledge (PCK). Ms. KM problematized student learning

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Cayton, North Carolina State University; M. Gail Jones, North Carolina State University

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Diversity

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Pre-College Engineering Education Division

thoroughly researched (Miller, Slawinski Blessing, and Schwartz,2006, Wang, Eccles, and Kenny, 2013). Career opportunities these fields are growing withadvancements in technology. The present study examines young students’ perceptions, of notonly engineering careers broadly, but also how students perceive career opportunities inelectricity and energy fields. This study explored the following research questions:1) Are there gender differences in engineering and electricity/energy career interests for youth ingrades 4-6?2.) Does an interest in engineering correlate with career aspirations in engineering or careeraspirations related to energy and electricity?3.) Do the factors of self-efficacy, outcome expectations, interests, and goals predict

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

Engineering Education, 2017 Work in Progress: Employing Applied Creativity and the Engineering Design Process in the Development of K-12 STE(A)M CurriculumIntroductionIt is understood that the success of the United States’ (US) economy as well as the nation’sability to address issues critical to human survival are strongly dependent on having a workforcethat is Science, Technology, Engineering and Mathematics (STEM) literate.1-10 A CarnegieCorporation commission reports, “Knowledge and skills from science, technology, engineeringand mathematics – the so-called STEM fields – are crucial to virtually every endeavor ofindividual and community life. All young Americans should be educated to be ‘STEM-capable

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

Tagged Divisions

Pre-College Engineering Education Division

computers, the project strives to make the tools interactive and fun to use.Introduction The Introduction to Computer Engineering course is a fundamental first course forcomputer and electrical engineering and computer science majors. The covered course materialis used to learn about advanced computer engineering system design via subsequent computerengineering courses. Such systems are prevalent, in our day-to-day lives, in the form ofconsumer electronic products. Continuing trend in the industry and academia is to developmethods and techniques, which could encourage children to pursue engineering after graduatingfrom high school [1]. Several programs exist that cater to this growing trend. One such programis Project Lead The Way (PLTW) [2

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

was to determine what impact the program has on their self-perceived ability anddesire to succeed in a scientific field. A secondary goal was whether the student felt moreconfident in their ability to succeed in college and whether their comfort in a collegiateenvironment increased after the program. A six-point likert scale system was developed foreleven questions. The scale ranged from 1 (strongest agreement) to 6 (strongest disagreement).Students were asked to circle the number they most identified with during the first day of thecourse (pre-survey) and the last day of the course (post-survey). The choices for questions co-written with the help of a research psychologist who specializes in self-esteem and the role ofself in perspective