Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric Iversen, Start Engineering

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

graduate degrees. The respondingprograms came from 70 universities, six four-year schools, 11 two-year schools, and four “other”organizations (two non-profit consortia, one education society, and a museum, all affiliated withcolleges or universities in some fashion).The survey was designed to illuminate the contours of engineering outreach, as colleges and universitiesconduct it. These contours encompass the purpose and audience for outreach programs, types ofoutreach events run by programs, and administration of outreach programs. Data gathered in all theseareas serve to identify trends and notable features among the great variety of approaches people take tothe outreach enterprise. Analysis of the results clarifies such trends and features.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

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

Tagged Divisions

Pre-College Engineering Education Division

sustainability; synthesizing the influence of societal and individual worldviews on decision-making; assessing STEM students’ learning in the spaces of design, ethics, and sustainability; and exploring the impact of pre-engineering curriculum on students’ abilities and career trajectories.Dr. Brandon Sorge, Indiana University - Purdue University, Indianapolis Brandon Sorge is an Assistant Professor of STEM Education Research in the Department of Technology Leadership and Communication at the Purdue School of Engineering and Technology at IUPUI. His research interests include all aspects of STEM education, especially the impacts of all levels of policy on the development of a STEM literate workforce. He also conducts research

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #20359Lessons Learned in Teaching Science using an Integrative Approach that usedthe Engineering Design ProcessDr. John M. Mativo, University of Georgia Dr. John Mativo is Associate Professor at the University of Georgia. His research interest lies in two fields. The first is research focusing on best and effective ways to teaching and learning in STEM K- 16. He is currently researching on best practices in learning Dynamics, a sophomore engineering core course. The second research focus of Dr. Mativo is energy harvesting in particular the design and use of flexible thermoelectric generators. His investigation

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Pre-College Engineering Education Division

, in a report summary,caution that it is a set of standards, not a curriculum10. They “reflect what a student should knowand be able to do—they do not dictate the manner or methods by which the standards aretaught.” A Maker Mindset is rooted in practice, not in core ideas. So while Makers could workwithin NGSS, the curriculums built with NGSS in mind might not provide enough practice tofully introduce and instill the knowledge, skills, and attitudes that students are expected to know.MethodsMaker Faires11 have been around as an outlet for creative and innovative people since 2006.Since then, flagship faires have grown to massive events that host over 100,000 people. At theselarge, public events, our research team identified Young Makers that

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

Texas Tech University. He is highly interested in conducting research within the Engineering Education frame- work. Mr. Yeter plans to graduate in December 2016 with both degrees and is looking forward to securing a teaching position within a research university and continuing his in-depth research on Engineering Ed- ucation. He is one of two scholarships awarded by NARST (National Association for Research in Science Teach- ing) to attend the ESERA (European Science Education Research Association) summer research confer- ˇ e Budˇejovice, Czech Republic in August 2016. In addition, he has been named as one of 14 ence in Cesk´ Jhumki Basu Scholars by the NARST’s Equity and Ethics Committee in 2014. He

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Osman Yasar, State University of New York, Brockport; Jose Maliekal, State University of New York, Brockport; Peter Veronesi, State University of New York, Brockport; Leigh J. Little, State University of New York, Brockport

Tagged Divisions

Pre-College Engineering Education Division

essence of scientific andengineering thinking by presenting a cognitive framework that is aligned with views fromepistemology, cognitive and neurosciences, and supported by empirical data fromcomputational sciences. By merging and synthesizing relevant concepts from these fields, wepresent a theoretical framework that links scientific and engineering thinking to our typicalfundamental cognitive functions, which could then be promoted at early grades. To examineour viewpoint, we designed a multi-year quasi-experimental study involving use ofcomputational tools and teacher professional development to support scientific andengineering practices for grades 7 through 12. A mixed-methods analysis of qualitative andquantitative data on teaching and

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clemente Izurieta, Montana State University; Michael Trenk, Montana State University; MacKenzie O'Bleness, Montana State University; Sharlyn Gunderson-Izurieta, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

students designed for seeding entrepreneurship and researching technologies thathave direct impact on local communities in Montana by partnering with non-profit organizations,as well as public and private high technology companies. It is a platform that provides thenecessary processes and environment to deliver real products. It is about learning, sharing andgrowing entrepreneurial ideas that span the causal chain from inception to deployment, but notcommercialization. The Software Factory brings together students and experiencedprofessionals enabling unique cooperative projects that serve as incubation points for new ideasand technology innovation. The idea of a Software Factory approach for MSU was developed by working in

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

Association.[9] Guthrie, J. T., & Ozgungor, S. (2002). Instructional contexts for reading engagement. In C. Collins Block andM. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 275–288). New York: GuilfordPress.[10] Palincsar, A., and Magnusson, S. (2001). The interplay of firsthand and text based investigations to model andsupport the development of scientific knowledge and reasoning. In S. Carver and D. Klahr (Eds.), Cognition andinstruction: Twenty five years of progress (pp. 151–194). Mahwah, NJ: Lawrence Erlbaum.[11] Renaissance Learning, Inc (2014), STAR Reading™ is most accurate predictor of Ohio grade 3 readingassessment scores. Retrieved from the Renaissance Learning Website:http://doc.renlearn.com/kmnet

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis, Northern Arizona University; Anna Danielle Newley, Sonoran Science Academy - Phoenix; Erdogan Kaya, University of Nevada - Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

math and 21st in science worldwide. While the US needsaround one million STEM graduates, it can only meet three hundred thousand of the demand1.Increasing STEM interest to fulfill those jobs is one of the fundamental goals of the K-12stakeholders and researchers. Additionally, STEM interest is almost three times higher for boysthan girls1. Female students’ ratio in STEM fields is around 20% all around the world1. A studyfound that female students think that STEM is not appropriate for their careers because theycannot connect the real world and their assignments during school years, and prefer socialstudies1. Girls, although not limited in their ability to be successful programmers and to excel inengineering design, need positive mentor or

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

kits focused on engineering design and innovation and incorporated some ofthe researched based, best practices for encouraging females in engineering as describedabove.46, 47 To complement the activity modules/kits resources were developed for teachers tohelp them to connect activities to academic content standards. The activity instructions andsupplementary materials are housed on a website so that they can be freely accessed and used byanyone wishing to engage in engineering outreach. Additionally, parent information resourceswere included on the website to empower the parents to continue the engineering conversationwith their children. This paper will focus on the outreach activities/kits.A majority of the outreach activities and kits for

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)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #19731Promoting Computational Thinking in children Using AppsMs. Hoda Ehsan, Purdue University, West Lafayette (College of Engineering) Hoda is a Ph.D. student in the School of Engineering Education, Purdue. She received her B.S. in me- chanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests include designing informal setting for engineering learning, and promoting engineering thinking in differently abled students in informal and formal

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

between howbeginning and informed designers typically address each phase of the engineering designprocess.16 For example, Crismond and Adams note that when generating ideas, beginningdesigners typically practice idea scarcity—working with a few ideas on which they can becomefixated. On the contrary, informed designers typically practice idea fluency, in which they usebrainstorming and divergent thinking to ensure they are working with many ideas. WhileCrismond and Adams make the claim that children are included in their framework as beginningdesigners, their classification is primarily supported with research on undergraduate24,25 andprofessional engineers26. Other research has pushed on the characterization of children asbeginning designers

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

Tagged Divisions

Pre-College Engineering Education Division

through the CU Teach Engineering program. Additionally, she mentors graduate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineering digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE). Her primary research interests include the impacts of project-based service-learning on student identity, pathways and retention to and through K-12 and undergraduate engineering, teacher education and curriculum development.Dr. Janet Y. Tsai, University of Colorado, Boulder Janet Y. Tsai is a researcher and instructor in the Engineering Plus program at the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olivia Mambo Nche, Clemson University; Barbara Jeanne Ramirez, Clemson University; Sekou Remy, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

overall learning interest, motivation and performance ofstudents could be improved by including robot-based learning systems in the educationalprocess. We imagine that this satisfaction will help improve their confidence levels, andencourage them to explore more deeply the field of engineering.One of the practical proposals presented by Curto and Moreno [3] for an educational  environment  with  educational  robots  is  their  design of educational projects.  The goal of this type of project is to change students’ misperception of engineering andtechnology. Such activities are designed in a game or other creative framework requiringteamwork and collaborative learning. Designing educational projects in this wayfacilitates the integration of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luke D. Conlin, Stanford University; Doris B. Chin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

areprepared to learn science principles from a new learning resource.In what follows, we present the design and analysis of a preliminary study with 76 sixth-graderson the impact of tinkering for learning. In a research design blending both informal and formallearning, students participated in one of two tinkering activities on a museum field trip, MarbleMachines or Wind Tubes, for approximately 45 minutes. Back at school, two weeks later, bothgroups had the opportunity to learn from a 20-minute instructional video, which containedsegments that explained scientific concepts relevant to both activities. We seek to answer thequestion of whether a relatively short experience with tinkering prepares students to better learnscience content from an

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Utah State University; Kurt Henry Becker, Utah State University; Max L. Longhurst, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering design thinking. His areas of research include engineering design thinking, adult learning cognition, engineering education professional development and technical training. He has extensive international experience working on technical training and engineering educaton projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include