Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christie Jilek, West Ada School District; Noah Salzman, Boise State University

Tagged Divisions

Pre-College Engineering Education Division

exciting towatch students take pride in their games as well as their peers games. Given more time and spaceI would have liked to see the reaction to opening all games up to all class periods and lettingthem play across periods and not just within their own.Teacher ReflectionWhen I first began the lesson planning process, I was unsure of how engineering would look inmy classroom. The thought of students building various things alongside of science was rich inmy mind, however I soon realized that engineering is more than just having students buildthings. I slowly began to realize that engineering wasn’t just having students create a product,but the process of design and redesign is as important as having a problem to solve. I had thenotion that

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

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Diversity

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Pre-College Engineering Education Division

Visual Impairments (EEVI) is a two-yearprofessional development program for teachers of students with visual impairments (TVIs),targeting grades 5-12 focused around bio-engineering. The overarching program goals are 1)Increase the science, math, and engineering content knowledge for TVIs; 2) Increase TVI’scapacity to teach science, math, and engineering concepts to students with visual impairments(VI); 3) Increase TVIs efficacy in science, math, and engineering; 4) increase TVIs capacity tomake modifications and accommodations for students with VI to pre-existing science, math, andengineering lesson plans; and 5) Improve students’ with VI achievement in science, math, andengineering. To date the TVI professional development, which was intended

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

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Diversity

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Pre-College Engineering Education Division

; Middle School Student Interactions. Students in attendance during the fourth Saturday were asked if they enjoyed interacting and working with the undergraduate student volunteers. In the future, we hope to encourage more robust mentor/mentee relationships by allowingfor more interactions outside of the program. These strategies could include a PenPal program, ora visit day on campus so students can see what a typical day at a university looks like for theirmentors.Future Plans Research shows that providing long-term engagement is crucial in moving youth fromsimply having an interest in science to actually having the skills, knowledge, and self-efficacy topursue careers in science13

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

-Gencturk, Hug, and Lubienski 2013). Classroom observations, on the other hand, are generally moreobjective, but are expensive and time intensive. Several research-based observation protocols have beendeveloped in recent years: Reformed Teaching Observation Protocol (RTOP), Extended InquiryObservation Rubric (EIQR), Science Teacher Inquiry Rubric (STIR), and the Practices of ScienceObservation Protocol (P-SOP) Forbes, Biggers, and Zangori 2013.)For our purposes, we define teacher practices as the behaviors teachers engage in to plan, deliver, andreflect on their teaching. Improvement in teacher practices is being defined by changes in the frequencyand nature of the teachers’ use of guided-inquiry and active learning activities.After researching

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

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Diversity

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Pre-College Engineering Education Division

Colorado State University and has approximately 16 years experience working for various R&D labs at Hewlett Packard and Intel Corporation.Mr. Michael Trenk, Montana State University Michael is a student at Montana State University currently pursuing his Masters degree in Computer Science. His interests include distributed systems, computer networks, software engineering and software development methodologies. He also enjoys exploring technologies and solutions for solving big data problems.Ms. MacKenzie O’Bleness, Montana State University MacKenzie O’Bleness is a Junior at Montana State University majoring in computer science and minoring in math and computer engineering. She plans to graduate in April, 2017. Ms

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Diversity

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Pre-College Engineering Education Division

. In this phase, learners aretaken on a guided tour of a system; typically this means constructing a real-world analog fromdetailed plans and simple materials. It is important that a system is chosen where multipleconnections can be explored. For students and teachers in the Initiate Understanding phase, thefundamentals of the project are demonstrated and a foundation is established for future phases.In the Broaden Understanding phase of the u-Discovery model, learners are taken through anengineering design process in the context of a challenge related to the system they constructed inthe Initiate Understanding phase. Having worked through a detailed construction and analysisprocess for a system, the learners are now in a position to consider

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

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

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Diversity

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Pre-College Engineering Education Division

plans, selling and proving their idea/product, negotiating andconvincing the venture capitalists to invest in their product/service, etc. To inculcate studentswith this knowledge, curriculum was developed and has been discussed in detail in this sectionof the paper. The Innovation and Entrepreneurship pathway consists of three highly interactiveand hands-on modules. This way, students are better prepared to join the workforce with skillssuch as continuous improvement, creative thinking, understanding the need of the customer andmeeting the needs of the customer while simultaneously providing overall value. Theexperiences that the students will obtain through this pathway will help them to develop thesemuch-needed skills which could translate 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

David Crismond, City College of the City University of New York; Michal Lomask

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Diversity

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Pre-College Engineering Education Division

  engineering  design  thinking   strategies  to  engage  all  (STEM)  concepts.   and  practices.       students  in  the  design   process  and  monitor  their   progress.  In  doing  this,  teachers  provide   In  doing  this,  teachers  provide   In  doing  this,  teachers:  students  with  opportunities  to:   students  with  opportunities   3.a  Plan  and  adapt  lessons  –  1.a  Unit-­‐Specific  Concepts  –   to

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

STEM design project. The lessons included a reading andwriting component based on the science concept. This component required instructors to preparea reading and writing lesson not only based on the science concept aligned to the challenge butalso tailored to the ability level of each reading group. Students were frequently tasked withusing manipulatives during this time to encourage them to find evidence to support what theyread in the text and to also encourage them to read the text carefully and to ask and answerquestions on the topic.On the second day of the activity, the students engaged in a guided research activity focused onOhio Revised Science Standards for online research of the science concept. This plan wasformulated to ensure

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

Aeronautics Research Mission Directorates. These lab stations support laboratory modules that are directly related to and augment various STEM subjects and topics. •   Family Connection – parental involvement and informal education o   The Family Connection is an interactive forum that provides STEM education and parenting or caregiving information to any supportive adult role models who interacts with the students. The goal is to include parents/families as a partner in the planning, design and implementation of the NASA inspired curriculum that support the Next Generation Science Standards and with a strong emphasis on math and science literacy for

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

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

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Diversity

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Pre-College Engineering Education Division

for years 9 through 12 that was primarilyplanned and hosted by female undergraduate students. With 38 attendees, student mentors andfaculty prepared a series of workshops, seminars and activities designed to educate and inspiregirls to consider potential career paths in cybersecurity. Due to the success of this project, weare planning a bigger and more significant event for the summer of 2016 along with asupplemental series of workshops for STEM teachers at middle and high-schools.In this paper we discuss the methods and implementation of our 2015 summer camp. We look atthe perceived strengths and weaknesses of our approach to identify successful aspects andrecommend improvements for the coming year. By including data from entry and exit

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

areas. Once participating in the externship, teachers understand the importance ofengaging students in these types of activities and therefore may seek out PD opportunities inthese areas. Tables 3 shows the results from the pre- and post-program analysis. The results showone significant item, indicating teachers in the current cohort are planning to have studentsengage significantly more often in the reworking of solutions to problems based on self- or peer-evaluations. All of the teachers in this study have been previous participants or are currentlyenrolled in the Educators in Industry program. Many of these teachers already appreciate theneed for a more in depth understanding of the EDP and STEM learning techniques, and maybethat is why they

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

relevant information from a variety of sources. Engineering studentswill apply this information to ​Plan​ and ​Implement​ (POD-PI) a solution and create a prototype,and draw conclusions and make decisions about the fit of the solution based on the prototype’sperformance in ​Test​ and ​Evaluate​ (POD-TE). The remaining indicators in the framework arepractices necessary to engineering, but are outside of POD and may also relate to otherdisciplines. Students apply science, engineering, and mathematics (SEM) by learning fromproblems that stress the interdisciplinary nature of these subjects. ​Engineering Thinking​ (EThink)is a mindset that students strive for by problem-solving, critically examining challenges,managing uncertainty, and using

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

fourmiddle school science and math teachers. Prior to the workshop, the engineers and educationresearchers created a standards-aligned curriculum consisting of five math and five sciencelessons aimed at mitigating content-specific pedagogical struggles through the integration ofrobotics. Unlike a technocentric approach, in which lessons are planned around a technologicalapplication,11 the development of each lesson was driven by content-specific needs. Throughoutthe PD, a TPACK perspective was employed to introduce each lesson to the teachers, allowingthem to examine, understand, and critique the teaching and learning benefits derived from therobot-based lesson. The strength of TPACK became apparent during the third week of PD wheninvestigating a

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

Tagged Divisions

Pre-College Engineering Education Division

teaching internship program developed for current STEMundergraduates, the evaluation of the program’s ability to impact the participants’ learning andcareer plans, and the project team’s insight from their experience running this unique program.This education internship program currently places students with secondary STEM teacherswhere they first observe and assist in the classroom, and finally, design and teach lessons undersupervision. The experiences of approximately 82 interns were probed during interviews with theprogram evaluator at the end of the respective intern’s semester program (90.1% of all the internsparticipated in exit interviews). Questions asked during the semi-structured exit interviews weredesigned to gather information about

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberlyn Gray, West Virginia University Inst. of Tech.; Stephany Coffman-Wolph, West Virginia University Inst. of Tech.

Tagged Divisions

Pre-College Engineering Education Division

above, the authors plan to make changesto the STEM camp to hopefully improve students’ thoughts and perceptions of STEM.Given the results, the authors plan to experiment with one intensive format change to theweeklong schedule. Currently, the courses are offered through the week and are mixed aroundthe field trip, projects, and various industry presentations. Additionally, in the current schedule,all students participate on all projects. Instead, the “introductory” courses would be offeredduring the beginning of the week and, thus, allow students to decide which STEM fields interestand inspire them. In the back half of the week, students would “sign-up” for various projectsthat interest them. These projects would provide the students with more

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

a total of 26 schools. We currently plan to admit 20 students, in order to ensure we have adequate Figure 1: A map showing the 2016-17 resources to make this a constructive experience for participant school placement relative all concerned. We will grow this program consistently with our strategic growth initiatives for to our institution. the school; current plans include significant growthin both the number of faculty and the number of graduate students.Program value to student participants: This program is attractive to male and female students, as demonstrated in

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

Mathematical Engineering and wrote a master thesis on Query Processing and Optimization in Database Management System. He has also profession- alexperiences in electricity and energy sectors, and worked as a consultant for ERP (enterprise resource planning) and CRM (customer relationship management) programs.Daniel’le April DeVoss, Northern Arizona University c American Society for Engineering Education, 2017 How to shape attitudes towards STEM careers: The search for the most impactful extracurricular clubs (RTP)It is well known that strong extra-curricular STEM programs provide multiple arenas for studentsto expand on classroom curriculum, complementing STEM skills with creative

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University; Paul A. Cobine, Auburn University; Allen L. Landers, Auburn University

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Diversity

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Pre-College Engineering Education Division

, teachers completed an evaluation survey for that day’s workshopsessions. Those results are aggregated in Figure 2. The teachers had a positive workshopexperience and rated all aspects of the workshop positively. The participants’ ratings were mostpositive for sessions on writing research plans, overviews of the rules of S&E fairs, and datacollection. Teachers were also very positive about the hands on activities, including a teambuilding exercise that kicked off the week (the Marshmallow Challenge10) and producing theirown S&E fair projects. One thing teachers were less enthusiastic about was presenting theirposters to the other workshop participants. When the teachers were asked what topics theyneeded more help with, many mentioned

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

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

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Diversity

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Pre-College Engineering Education Division

train teachers on how to encourage students, especially girls and minorities incomputer science and engineering education has been noted9. In addition, financial support wasproven to play a large role at student success related with participation in robotic teams10.FIRST robotics is one of the most expensive competitions. Therefore, there is a need for studentsto develop computer skills for writing fundraising presentations, trip and team budgets, andbusiness plans as they search for sponsors to fund their team’s needs. Many Title I students areunable to accomplish these tasks without mentors that can provide the support and answertechnical questions as they arise.The objective of this study is to find how robotics and the participation in

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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Diversity

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Pre-College Engineering Education Division

abstraction across different objects to recognize that they fit into categories (abstraction). As students are sorting these items, they are learning about physical properties and deepening their understanding of what it means if all of the items in a pile are red or soft or strong (EDP – learn). After students have learned about these physical properties, they do an activity where they ask a series of yes or no questions about the properties of an object in a mystery bag until they are able to identify that mystery object (algorithms and procedures). Lesson 4 STEM+C – Test Materials & Plan Design: Students prepare for the design challenge by thinking like engineers while they test the materials that they will be using in their toy box organizer

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elizabeth McEneaney, University of Massachusetts, Amherst; Martina Nieswandt, University of Massachusetts, Amherst

Tagged Divisions

Pre-College Engineering Education Division

available lesson plans, such as those available atteachengineering.org to include specific constraints and performance measures, as well as toensure multiple points of entry, depending on a student’s prior knowledge. (Task lesson plansand supporting materials are available upon request.) The tasks were also aligned to the relevantstate curriculum standards for high school biology. Quantitative surveys, including measures ofgroup psychological safety, were administered to all participating students (n=185) in a total of51 groups. The affective component of the problem-solving space was measured using Edmondson’s(1999) Psychological Safety scale, while controlling for perceptions of the cognitive dimension, measuredwith the Group Interaction

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

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Diversity

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Pre-College Engineering Education Division

intentionally ¾ female, ¼ male.When reviewing statistics such as those stated above, men hold positions in engineering andcomputer science at rates much higher than women. Therefore, instructors felt that it was crucialto portray participants (male or female) with role models in engineering while at camp.2016 Logistics/ScheduleWith the change of camp from one continuous week to a single day, it was crucial that theschedule and structure of the single day be well planned to optimize for substantial connectionswith students. Therefore, students were randomly divided into two groups at the beginning of theday (to minimize transition time throughout the day) using pairs of playing cards. Each day,camp began around 8:30 am, concluding with a ceremony ending

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

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Diversity

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Pre-College Engineering Education Division

mathematics learning creatively while working within a friendly team structure.Some participants were surprised that these projects were related to bigger projects that involveengineers in the real world and reported considering career options along these lines. Self-efficacy. Many of the participants mentioned that they were confident in their mathematics andscience abilities. The following is an example stated confidently by a sixth grader: “I’m great atmath, and I like it!” Others expressed the desire to take advanced math classes as this eighth grade 16participant stated, “I already do [take advanced math classes], so I was planning on it, to still dothat.” While their sense of

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

for STEM majors.A recent report of the NAE and the NRC confirms the major endeavor: “Today, several dozendifferent engineering programs and curricula are offered in school districts around the country,and thousands of teachers have attended professional development sessions to teach engineering-related coursework” (NAE & NRC, 2009, p. 1). Numerous programs are developing curriculafocused on engineering to address future workforce need. Some of the more notable programsare A World in Motion (AWIM), Engineering is Elementary (EiE), Project Lead the Way(PLTW), and Full Option Science System (FOSS).Overview of A World in MotionAWIM was initially developed as a collection of teacher lesson plans and has expanded intotoday’s program which is a

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

project-based learning curriculum integrated into math or science courses (Table 1). Students must conduct laboratory and simulated experiments, carry out analysis, and develop a hands-on model based on their results. Laboratory experiments are described in Table 2. Each lesson consists of PowerPoint presentations and laboratory handouts with student worksheets. It should be noted that the CorrSim II program used in the module is a free software available at (http://corrdefense.nace.org/corrdefense_Spring2014/tech4.asp). Instructor professional development materials are also included, consisting of lesson plans, PBL Learning Experience Design (LED) template, student success rubrics, and instructional material on the laboratory and simulation

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; M. Terri Sanger, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette; Brianna L Dorie, Purdue University, West Lafayette; Emma Mann

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Pre-College Engineering Education Division

 their   knowledge  of  patterns  to  complete  weavings  in  pairs.  Students  will  also  use  the  properties  of  paper  to  make  decisions  about   which  papers  to  use  as  they  plan  for  their  basket  design.• Lesson  5 – In  the  final  lesson,  students  read  about  construction  engineering  as  they  are  practicing  the  blending  of  three  phonemes   words  presented  in  the  story.  S tudents  are  given  the  chance  to  build  and  test  their  basket  designs  when  wet  and  when  dry,  before a  cycle  of  sharing,  redesign  and  retesting.    F inally,  students  use  what  they  learned  during  designing  and  testing  to  write  letters  to   Max  and  Lola  in

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mike Thomas Pitcher, University of Texas - El Paso; Pedro Arturo Espinoza, University of Texas - El Paso; Hugo Gomez, University of Texas - El Paso; Randy Hazael Anaya, University of Texas - El Paso; Hector Erick Lugo Nevarez, University of Texas - El Paso; Herminia Hemmitt, University of Texas - El Paso; Oscar Antonio Perez, University of Texas - El Paso

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Diversity

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Pre-College Engineering Education Division

and how project-based learning (PBL)takes the center stage in this strategy. We assert that building a camp or even a lesson plan fromlearning blocks creates a totally immersive and engaging environment for the learner and makes itmuch more plug-and-play for the designer/instructor.Our paper will also focus on implementing these learning blocks in a K-12 mixed environment (allgrade levels, male and female participants) versus a much more homogenous cohort (all highschool, all female) type of camp. A showcase of student products (from reflective pieces to actualcreations) will be discussed along with how “check-ins” are built into the learning blockchallenges; the latter as a means to embed assessment into the project workflows dynamically

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Danielle Newley, Sonoran Schools; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada; Hasan Deniz, University of Nevada

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Diversity

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Pre-College Engineering Education Division

cyclical, five-step engineering design process (EDP). The EDP guides studentsthrough asking questions, imagining, planning solutions, constructing their designs, andimproving their collective work before the end of the unit. EiE introduces the EDP throughleveled stories that introduce the type of engineer and the real-world relevance of the challenge.The unit then breaks into three lessons. Each lesson builds on the next with activities that helpstudents understand the steps of the EDP and how engineers work as a team to create andimprove technology. The motivation of EiE is that all students can learn engineering, includingminority students 10, 12.The NGSS shares EiE’s goal of engineering education for minority groups 5. From anepistemological