Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

analyzed. The most significant influence of the BMEC curriculum was its informativenature. Students overwhelmingly reported increased awareness of biomedicalengineering. We also saw a significant increase in the number of students that wantedto pursue careers in biomedical engineering. These findings demonstrate that informingstudents about engineering fields is an important first step in increasing the number ofstudents that pursue these fields. Results from Pilot implementation of BMEC, 13ReferencesBerland, L. K. (2011). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 23-31.Berland, L. K., Martin, T. H., Ko, P., Peacock, S. B., Rudolph, J. J

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

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Pre-College Engineering Education Division

. (Poster Presentation).16. Bowen, B. (2014). K-12 Teachers in Industry: Teaching Transformed through Authentic Work Experience. Annual Proceedings of the American Society for Engineering Education, Seattle, WA. (Poster Presentation). Appendix A End of School-Year Survey (Also considered pre-survey for current cohort)1. When designing lessons, it is important for you to:  Teach formal problem solving techniques  Show the importance of my subject in everyday life  Integrate my course curriculum with other subjects  Encourage students to explore alternative methods for solving problems*  Incorporate "real-life" examples of my subject  Incorporate 21st century

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

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Diversity

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Pre-College Engineering Education Division

acontrol loop guiding the lateral control of the virtual vehicle, whose PID is initially set tozero. The students experiment with the coefficients, the influence of the rate ofproportionality and the differential or the integral gain. In doing so the students experience theoscillating, amplifying or compensating behaviour of the virtual car while following the line,whilst also analysing complex mathematical correlations and visual feedback from the drivingsimulator in a trial-and-error method. This method interweaves theory with practicalexperience and leads to an internalisation of learned knowledge, which is only improved uponby the fun and interesting knowledge acquisition method.Fig. 4 - Students tuning control algorithms in a driving

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Te'Airra Monique Brown , Virginia Tech; Glenda D. Young Collins, Virginia Tech

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Pre-College Engineering Education Division

great deal of focus on bringing technology into the classroom andengineering faculty are involved in curriculum design and engineering outreach content, it iscrucial that the instructional design supported by AR applications be based on learning theory[4] .Engineering education researchers, Newstetter and Svinicki [4], offer engineering faculty andgraduate students a “primer” of three conceptual frameworks that present learning theory toengineers in an approachable way, with examples of how the theory can be used to influencepost-secondary instructional design. We suggest that post-secondary engineering educatorsshould also follow these recommendations as they develop technology to be used in the K-12environment.In this paper, we create a

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

final goal but 20a framework for learning related material.The robotics and smart cities curricula provide middle and high school students with anopportunity to experience engineering design as a model for problem solving while workingwith tools used by engineers such as microcontrollers, circuit components, programming,and sensors. Through hands-on activities, they learn STEM content, technology, andengineering skills. The smart cities curriculum includes four integrated themes: energy,urban infrastructure, transportation, and wireless communications. Students collaborate ingroups to develop strategies to complete missions in the hands-on exercises in the roboticscurriculum. These lessons have been

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Adam Scribner Ed.D., Stevens Institute of Technology

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Diversity

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Pre-College Engineering Education Division

careersin engineering (i.e., of who engineers are and what they do) of students who participated in theWaterBotics program. This quantitative study analyzed and interpreted ex-post facto data of 81educators and 2,455 who participated in WaterBotics. WaterBotics is an underwater robotics curriculum in which middle and high schoolstudents learn about science and engineering concepts and careers by working in groups to buildsubmersible robots made of LEGO® components. Using LEGO® Mindstorms® NXT software,students program controllers that enable their remotely-operated underwater robots to perform aseries of increasingly complex “missions.” The curriculum takes approximately 20 to 26 hours toimplement. WaterBotics was developed by the Center for

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, Tufts University; Kristen B. Wendell, Tufts University; Jessica Watkins, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

the disciplinary practices ofengineering they can develop technology and engineering literacy, understanding how thetechnological, human, and natural components of an engineering problem all affect each other.The findings from our interviews have implications for professional development. Mostprofessional development programs in engineering design focus on increasing teachers’ contentknowledge and introducing engineering curriculum.29 Our findings suggest that teachers need toalso be prepared to assess and respond in-the-moment to students’ engineering design. DuringNovel Engineering professional development, teachers watched classroom videos and interpretedstudent thinking in engineering, building on work in mathematics and science.30-32 By

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

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Senay Purzer, Purdue University, West Lafayette; Muhsin Menekse, Purdue University; Sean P. Brophy, Purdue University, West Lafayette

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Pre-College Engineering Education Division

this need was amajor outcome of the recent “Engineering Design and Practices Roundtable: Working Togetherto Advance Pre K-12 Engineering Design” convened by the Museum of Science in Boston inJanuary 2015. Without a shared understanding of what engineering design practices (orcomputational thinking in this case) look like in pre-college settings, researchers and curriculumdevelopers will result in numerous inconsistencies across the broad spectrum of implementation.The project reported in this paper aims to integrate computational thinking into an existingintegrated STEM curriculum. In order to develop computational thinking supplementsappropriate for young children, the team analyzed the existing curriculum and videotapedobservations of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Annwesa Dasgupta, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering); Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

.5,8,10,11However, more studies are needed to examine how computational thinking is demonstrated inelementary students.Research PurposeThe purpose of this study is to explore computational thinking practices in kindergartenclassrooms during an integrated STEM+C curriculum. In particular, this study will focus onevidence of computational thinking found in student worksheets completed throughout thecurriculum. The primary research question is: How do student artifacts provide evidence ofcomputational thinking during an integrated literacy, STEM, and computational thinkingcurriculum?Theoretical FrameworkPattern Recognition as Part of Computational ThinkingComputational thinking is a multifaceted construct as it comprises of several sub competenciessuch as

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)

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Pre-College Engineering Education Division

indicator. Assessment items were coded to technology literacy if they tested students only on their knowledge of technology related to the curriculum. An overview of our codes and their definitions are presented in Table 1. Table 1. ​Definitions of TAGS and POD coding terms.Task Analysis Guide in Science (TAGS)Memorized Practice Reproducing descriptions of scientific/engineering practicesMemorized Content Memorizing a collection of scientific/engineering definitionsScripted Practice Following a standard set of proceduresScripted Content Using steps related to a standard principleScripted Integration Following basic procedures within both content and practiceGuided

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Na Gong, North Dakota State University; Jinhui Wang, North Dakota State University

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Pre-College Engineering Education Division, Women in Engineering

, Systems, and Com- puters, and Mobile Computing. She has also served as track chair for IEEE International SoC Conference 2014. She has also served in technical program committees for a number of IEEE and other international conferences. Dr. Gong received 2014 NDSU Development Board of Trustee Endowment award and 2014 NDSU Centennial Endowment award.Dr. Jinhui Wang, North Dakota State University Dr. Jinhui Wang has been an Assistant Professor in the Department of Electrical and Computer Engineer- ing at North Dakota State University (NDSU), since Aug. 2014. His research interests include low-power, high-performance, and variation-tolerant integrated circuit design, 3D IC and EDA methodologies, and thermal issue

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

. Hood Community College. Pam has 38 years of Head Start experience and 29 years as an Early Childhood Instructor. She developed early childhood science curriculum for the Oregon Museum of Science and Industry. c American Society for Engineering Education, 2017 Head Start on Engineering: Early Findings (Work in Progress)Head Start on Engineering (HSE) is a collaborative, NSF-funded research and practice projectdesigned to develop and refine a theoretical model of early childhood, engineering-relatedinterest development. The project focuses on Head Start families with four-year-old childrenfrom low

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

Science and Engineering Program at BSU and served as the first chair. In February 2011, she became Dean of the College of Engineering. Her research interests include microelectronic packaging, particularly 3-D integration and ceramic MEMS devices.Mrs. Catherine Rose Bates, Institute for STEM & Diversity Initiatives c American Society for Engineering Education, 2016 The Impact of Volunteering at a Girls Outreach Activity on Community FormationAbstractThis paper is focused on exploring the motivation for volunteering at an engineering outreachactivity. The outreach activity itself involved a two day, overnight experience for 9th and 10thgrade girls that started in

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

teachers and the curriculum provider Engineering byDesign (EbD). Our workpresents an integration of novel curriculum materials—soft robotics, in contrast to traditionalrobotics—and methods—design-based research—to shed light on high-school student STEMperceptions and how instructional design can be leveraged to affect those perceptions. We arenearing completion of year two of the project, and are able to share findings relevant to ASEE’sPrecollege Engineering Education Division including lessons learned from the application ofdesign-based research methods; the present state of our curriculum materials; and preliminaryfindings regarding changes in student STEM motivation, self-efficacy, and interest in the contextof the curriculum experience.Novel

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University

Tagged Divisions

Pre-College Engineering Education Division

an ASEE and IEEE Fellow and PAESMEM awardee. c American Society for Engineering Education, 2017 Essential Components Found in K-12 Engineering Activities Devised by Various Types of Educators (Fundamental)Engineering activities used in the K-12 classroom arise from a variety of sources. As engineeringhas the opportunity to penetrate farther into K-12, through the implementation of NextGeneration science standards or through integrated STEM instruction, the proliferation ofactivities assigned the engineering moniker has increased tremendously. This paper describes thedevelopment of a method for examining activities from a variety of sources. The activities arecategorized as to pedagogical

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

programs.Mrs. Jean M. Trusedell, EPICS Jean Trusedell is a Nationally Board Certified Teacher with extensive experience working with K-12 Educators and students. She is working with the EPICS (Engineering Projects in Community Service) Program at Purdue University to create curriculum that can be used with students throughout the country to integrate best classroom practices with engineering principles. Previously, she was the Science and Technology Coach for MSD of Decatur Township in Indianapolis, IN.Dr. William ”Bill” C. Oakes, Purdue University, West Lafayette William (Bill) Oakes is the Director of the EPICS Program and one of the founding faculty members of the School of Engineering Education at Purdue University. He

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

: Sage.29. Mathis, C. A., Moore, T. J. & Guzey, S. S. (2015). DNA extraction using engineering design: A STEM integration unit (curriculum exchange). In 2015 ASEE Annual Conference and Exposition (pp. 26.556.1– 26.556.2). Retrieved from https://www.asee.org/public/conferences/56/papers/13631/view30. Krippendorf, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Thousand Oak, CA: Sage.31. Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), 1–13. http://doi.org/10.7771/2157-9288.106932. Creswell, J

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

. Another very promising strategy is the integration ofliteracy with other school subjects. There is a great deal of research to support the efficacy ofintegrated learning for increasing the literacy of students. In particular, innovative strategies thatcombine Science, Technology, Engineering and Mathematics (STEM) with literacy have beenfound to provide beneficial gains in reading as well as in STEM subjects.4-13 One example of thisis the Seeds of Science, Roots of Reading (Seeds/Roots) curriculum which integrates literacywith scientific knowledge to provide a fun and authentic context for learning both subjects.5, 6, 14Another example is the Engineering is Elementary Curriculum which has a story book that goeswith each of the STEM activities

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

the projects. Throughout my graduate studies I have worked with undergraduate engineering and business students, high school students, high school teachers, community college students and many more to aid in develop- ment of a well-rounded professionals. Mentorship is an integral part of the engineer I want to be, through giving back to my peers and fostering a community where we encourage each other to reach their full potential, I know that I am positively impacting my community. c American Society for Engineering Education, 2017 Paper ID #18171Catherine M. McEntee, North Carolina State University

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

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

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

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Diversity

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Pre-College Engineering Education Division

research experience for teachers program: Impact on perceptions and efficacy to teach engineering. in American Society for Engineering Education. 2009. American Society for Engineering Education.53. Autenrieth, R., et al. Enrichment Experiences in Engineering(E 3) for Teachers Summer Research Program. in American Society for Engineering Education. 2009. American Society for Engineering Education.54. Miller, B. and T. Moore, AC 2008-1141: IMPACTS OF AN ENGINEERING RESEARCH EXPERIENCE FOR TEACHERS ON CLASSROOM INTEGRATION OF STEM CONCEPTS IN GRADE 6-12 SCIENCE. age, 2008. 13: p. 1.55. Klein-Gardner, S.S., M.E. Johnston, and L. Benson, Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

Paper ID #19164The Effects of Design Thinking Methods on Pre-service PK-12 Engineeringand STEM Teacher Capabilities, Confidence, and Motivation in Creativity(Work in Progress)Dr. Tanner J. Huffman, The College of New Jersey Dr. Tanner Huffman is an Assistant Professor in the Department of Integrative STEM Education in the School of Engineering at The College of New Jersey.Prof. Manuel Alejandro Figueroa, The College of New Jersey Dr. Manuel Figueroa is an Assistant Professor in the Department of Technological Studies at The College of New Jersey. His research involves the development of nanoparticle coatings for various

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

- St. Louis Section. He has eight years of formal experience with K-12 engineering education.Dr. Shannon M. Sipes, Indiana University Shannon M. Sipes is an instructional consultant in the Center for Innovative Teaching and Learning at IU. In this role she provides professional development and individual consultation services for faculty with questions regarding their own teaching and student learning. Prior to her current role, she has served as the director of assessment helping faculty members with SOTL projects and classroom assessment. Shannon holds B.S. and M.A. degrees in psychology and a Ph.D. in curriculum and instruction with a focus on higher education.Mr. Jacob W. Benton, Primoris Services Corporation

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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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

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

take a wrong step, teachers must use student errors as opportunities to focuson interpreting specific ideas and connections to the problem at hand 14. For many teachers, thisrequires different work from that which they have likely experienced before as professionals andas learners. They must move away from transmission models of teaching and, rather, focus moreon creating opportunities for students to explore, make sense of ideas, and support them inmaking connections.Project TESAL targets development of these new roles for teachers as well as improvedmathematics and science content integrated in an engineering design based method 12. We striveto shift students and teachers from being processors of information toward becoming creators

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

(Fundamental)AbstractThe Next Generation Science Standards (NGSS) for K-12 science instruction, released in2013, were developed to address lagging student achievement and to improve scientificand technological literacy in the United States educational system. To accomplish thisgoal, the NGSS integrate standards on engineering design and application at an equallevel with standards on scientific literacy.So far, 18 states have formally adopted these standards, and others have begun toreevaluate existing standards in this light. The widespread adoption of the NGSS meansthat many science departments and teachers are now expected to develop and presentinstruction aligned to standards on engineering, a field in which most science teachershave minimal

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

research in open-ended domains such as engineering design and authentic scientific inquiry. With insights in learning sciences and a strong, computationally oriented mindset, she hopes to utilize learning analytics to investigate important questions with unprecedented granularity and generate actionable knowledge for the design of technology and curriculum. c American Society for Engineering Education, 2017 Investigating Teacher’s Technological Pedagogical Content Knowledge in a CAD-enabled Learning EnvironmentIntroduction There has been an increased emphasis on the integration of engineering design withscience learning across all grades in the K-12 school curriculum. A

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

Deborah M. Grzybowski, The Ohio State University; Kerry Dixon, The Ohio State University

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Diversity

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Pre-College Engineering Education Division

curriculum and models. Prior to becoming focused on student success and retention, her research interests included regulation of intracranial pressure and transport across the blood-brain barrier in addition to various ocular-cellular responses to fluid forces and the resulting implications in ocular pathologies.Kerry Dixon, The Ohio State University Kerry Dixon is a doctoral candidate in the Department of Teaching and Learning within the College of Education and Human Ecology at The Ohio State University. She is a specialist in interdisciplinary ed- ucation, with particular focus on integrating visual art into science, technology, engineering and math. Formerly a member of the curatorial staff at the San Francisco Museum

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

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

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Pre-College Engineering Education Division

constitutes as falling under the umbrella of STEM/STEAM. The loomingquestion remains: is STEM/STEAM education the representation of a vision whereindividuals can comprehend the how all STEM/STEAM subjects intertwine and thereforeshould there be more emphasis on integrating these subjects when taught?Looking to the New Generation Science Standards, it is possible to visualize efforts made toconnect the four or five core subjects. Still, curriculum today is based in the learning ofdiscrete areas, making the cross-disciplinary approach a challenge for current educators. Onthe other hand, according to the Federal Inventory of STEM education, 2011 [2], “Agenciesused different criteria for what to list as a “STEM education program.” Some agencies