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

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Pre-College Engineering Education Division

Publication Type Journal, Dissertation, or Thesis Year Year of publication (as opposed to the year of data collection) State(s) State(s) where data was collected from Participants Participants involved in the study Research Focus Focus of the research study (e.g., abilities, motivations) Focus (narrowed) A finer categorization than above (e.g., students’ abilities) Research Methods The type of research conducted (e.g., Quantitative, Qualitative, Both) Sample Size Total sample size of PLTW-affiliated participants Internal Comparison Whether the study compared PLTW internally (e.g., by demographics) If so, what? What were the comparative variables used (e.g

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Jared W. Garlick, Utah State University

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Diversity

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Pre-College Engineering Education Division

. References[1] Cazden, C. (1988). Classroom discourse: The language of teaching and learning. Portsmouth, NH: Heinemann.[2] Kutz, E. (1997). Language and literacy: Studying discourse in communities and classrooms. Portsmouth, NH:Boynton Cook.[3] van de Weghe, R. (2003). Classroom discussions of literature. English Journal, 93(1), 87-91.[4] Langer, J.A. (2001). Beating the odds: Teaching middle and high school students to read and write well.American Educational Research Journal, 38, 837-880.[5] Nystrand, M., & Gamoran, A. (1991). Instructional discourse, student engagement, and literature achievement.Research in the Teaching of English, 25(3), 261-290.[6] McNeill, K. L, & Pimentel, D. S. (2009). Scientific discourse in three urban classrooms

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, Purdue University; Avneet Hira, Purdue University, West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Pre-College Engineering Education Division

. in ASEE annual conference proceedings (2012).2. US Congress Joint Economic Committee. STEM Education: Preparing for the jobs of the future. (2012).3. Carreno, S., Palou, E. & Lopez-Malo, A. Eliciting P-12 mexican teachers’ images of engineering: What do engineers do? in ASEE annual conference proceedings (2010).4. Tsui, L. Effective strategies to increase diversity in STEM fields: A review of the research literature. Journal of Negro Education 555–581 (2007).5. Demetry, C. et al. Supporting young women to enter engineering: Long-term effects of a middle school engineering outreach program for girls. Journal of Women and Minorities in Science and Engineering 15, (2009).6. Leggon, C. B. &

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)

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Pre-College Engineering Education Division

Justifywhytheirdesignsolutionisappropriatebasedonapplicationofcore communicatetheir science/mathematicsconcepts. designsolutionthrough B Justifywhytheirdesignsolutionisappropriatebasedoninformationobtainedin useofevidence-based problemscoping. reasoning. En grTEAMS Projec t i s fu nded by t h e N a t i o n a l Sci e n ce F o u n da t i o n un d er gra nt NSF DUE- 1238140Notebooks in the CurriculaThroughout the design project, each student maintains an engineering notebook in order to take notes, develop ideas,record testing and observations, document decisions, and plan next steps. Each of the 13 units has both commonelements of the notebook and elements that are specific to that unit. The common elements of the notebooks

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

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Pre-College Engineering Education Division

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian Patrick O'Connell, Tufts University Center for Engineering Education and Outreach

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Pre-College Engineering Education Division

arethose of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. The author would also like to thank the Center for Engineering Education andOutreach at Tufts University for their support.Bibliography1. Ashby, M. F., & Johnson, K. (2013). Materials and design: the art and science of material selection in product design: Butterworth-Heinemann.2. Lipson, H., & Kurman, M. (2010). Factory@ home: The emerging economy of personal fabrication. A report commissioned by the US Office of Science and Technology Policy.3. Klahr, D., Triona, L. M., & Williams, C. (2007). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project

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

can be evaluated not only for their effect on STEM content learning, but also for 2their effect on student attitudes which can have longer-term effects on student career choice. 3Klopfer described six categories of attitudes relevant to science education goals: attitudestowards science and scientists, attitude towards inquiry, adoption of scientific attitudes likecuriosity and open-mindedness, enjoyment of science learning experiences, interest in scienceapart from learning experiences, and interest in a career in science.The 2000 report of the National Commission on Mathematics and Science Teaching for the 21st 4Century, Before it’s Too Late, noted the U.S.’s failure to

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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Diversity

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Pre-College Engineering Education Division

science education. ACM, 2013. 8. L. Pollock , K. McCoy , S. Carberry , N. and X. You, “Increasing high school girls' self-confidence and awareness of CS through a positive summer experience”, ACM SIGCSE Bulletin, V.36 n.1, March 2004. 9. S. Rogers, S. Harris, I. Fidan, and D. McNeel, "Art2STEM: Building a STEM Workforce at the Middle School Level," ASEE Annual Conference, Vancouver, BC, Canada, 2011. 10. I. Pivkina , E. Pontelli , R. Jensen , J. Haebe, “Young women in computing: lessons learned from an educational & outreach program”, ACM technical symposium on Computer science education, TN, USA, 2009. 11. T. W. Tandra, et al. "Bringing up girls in science (BUGS): The effectiveness of an afterschool

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

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Pre-College Engineering Education Division

interdisciplinarySTEM module for middle and early secondary school students. International Journal of STEMEducation, 1(6), 1–7.Berland, L. K. (2013). "Designing for STEM Integration." Journal of Pre-College EngineeringEducation 3(1): 22-31.Birgili, B. (2015). "Creative and Critical Thinking Skills in Problem-based LearningEnvironments." Journal of Gifted Education and Creativity 2(2): 71-80.Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomyof educational objectives: The classification of educational goals, handbook I: Cognitive domain.New York.Blumenfeld, P. C., E. Soloway, R. W. Marx, J. S. Krajcik, M. Guzdial and A. Palincsar (1991)."MOTIVATING PROJECT-BASED LEARNING - SUSTAINING THE DOING,SUPPORTING THE

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

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Pre-College Engineering Education Division

purposes.32Additionally, engineering habits of mind may involve skills such as spatial thinking orsystems thinking that are geared at manipulation of geometrical designs20 but in this article,we are rather interested in the essence of S&E thinking so we may be able to promote it atearly grades in K-12.3. Relevant literatureConfidence in our understanding of how the mind works has been hindered by the fact that itinvolves a delicate, inaccessible, and complicated organ, the brain. Yet, technology hasrecently broken some of the barriers to understanding its functions. Neuroscientists useimaging techniques to understand brain mechanisms that take part in receiving, storing,retrieving, and processing information. Cognitive psychologists use

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

. Proceedings of the 2011 American Society for Engineering Education Annual Conference & Exposition.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84(2), 191.Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory, Englewood Cliffs, N.J.: Prentice-Hall, 1986.Besterfield-Sacre, M., Atman, C.J., and Shuman, L.J. (1997). Characteristics of freshman engineering students: Models for determining student attrition in engineering. Journal of Engineering Education, 86(2), 139–149.Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A

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

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Pre-College Engineering Education Division

’ motivation in elementary education. Learning Technologies, IEEE Transactions on, 7(4), 333-345.[3] Curto, B., & Moreno, V. (2013). A robot in the classroom. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (pp. 295-296). ACM.[4] De Cristoforis, P., Pedre, S., Nitsche, M., Fischer, T., Pessacg, F., & Di Pietro, C. (2013). A Behavior- based approach for educational robotics activities. Education, IEEE Transactions on, 56(1), 61-66.[5] Ganesh, T. G. (2011). Design-based research: A framework for designing novel teaching and learning experiences in middle school engineering education. In IEEE Frontiers in Education Conference (FIE), (pp. T2F-1).[6] Schweingruber, H. A

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

curriculum—and what this looks like as enactedby K-2 students. As the previous computational thinking definition highlights, the problemsolving strategies and skills used in computational thinking will likely share many things incommon with the STEM disciplines. Thus, even though the prior implementations PictureSTEMfocused on STEM and literacy thinking and learning, there is likely to be aspects ofcomputational thinking also present. This paper provides examples of aspects of computationalthinking (i.e., troubleshooting) that are present without a claim that these are ideal or completeintegrations of computational thinking.MethodsDescription of PictureSTEM unit(s)The PictureSTEM curriculum was developed for grades K-2, with emphasis on the use

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

.  The  rubrics  can  also  be  used  for  self-­‐assessment  as  well  as  for  professional  development  purposes.  These  rubrics  are  not  content-­‐specific,  therefore  they  can  be  used  with  a  wide  range  of  engineering  design-­‐based  K-­‐12  STEM  curricula.  Providing  teachers  with  Teaching  Standards  and  performance  rubrics  can  guide  and  improve  instruction  in  technology  education  settings.         7  References  Ball,  D.  L.,  Lubienski,  S.,  &  Mewborn,  D.    (2001).    Research  on  teaching  mathematics:  The  unsolved  problem  of  teachers’  mathematical  knowledge.    In  V

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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Diversity

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Pre-College Engineering Education Division

Lock and Dam System Concrete Steel 3:30 -- 4:00 Material Material 4:00 -- 4:30 Team Building Exercise Lab Lab 4:30 -- 5:00 Note: The two material laboratory exercises run parallel with students split into two groups.Program Highlights Unique features of the CCSU NSTI program are the welcome luncheon and graduationceremony. The welcome luncheon is scheduled on the first day. FHWA Division Officerepresentative(s), CTDOT liaisons, university administrators (Admissions and Dean's Office),participating faculty, and speakers from the

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

applications of positively impacting others areeasily connected in the biomedical engineering field. Nearly 40% of biomedical engineers arewomen. Although males are still the majority in this field, biomedical engineering is one of themore popular engineering fields among women.15 The final major change to our program fornext year is our goal to interview participants about their experiences. We will utilize this as away for students to reflect on their experiences as well as a way for us to receive more rich dataabout the short-term impacts of our program.Resources[1] F. Halpern, D., Aronson, J., Reimer, N., Simpkins, S., R. Star, J., & Wentzel, K. (2007,September 1). Encouraging Girls in Math and Science. Retrieved December 2, 2014, fromhttp

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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Diversity

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Pre-College Engineering Education Division

to 1st graders. We are excited tocontinue this work.iCommittee on Public Understanding of Engineering Messages, 2008. Changing the Conversations: Messages for Improving thePublic Understanding of Engineering. National Academy of Engineering. The National Academy Press. Washington, DC. Master, A., Cheryan, S., & Meltzoff, A. N. (2016). Computing whether she belongs: Stereotypes undermine girls’ interest andiisense of belonging in computer science. Journal of Educational Psychology, 108(3), 424. S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: increasing girls’ interest in computeriii Cheryan,science and engineering by diversifying stereotypes. Frontiers in psychology, 6, 49.iv https

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

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Diversity

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Pre-College Engineering Education Division

science education: Practices, crosscutting concepts, andcore ideas. Washington, DC: National Academies Press.3 Capobianco, B., Lehman, J., & Kelley, T. (2015, April). Learning to teach elementary school science throughengineering design. A paper presentation at the American Educational Research Association Annual Meeting,Chicago, IL.4 Capobianco, B. M., & Rupp, M. (2014). STEM teachers' planned and enacted attempts at implementingengineering design-based instruction. School Science and Mathematics, 114(6), 258-270.5 Sargianis, K., Yang, S., & Cunningham, C. (2012). Effective engineering professional development for elementaryeducators. A paper presented at the Annual Meeting for the American Society of Engineering Education

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

Possible Solution(s) Solution(s) Construct PrototypeFigure 2: Design Process Model Utilized with Participating TeachersData CollectionWe focus this evaluation on analysis of surveys (T-STEM), content knowledge tests (DTAMS),and focus groups each completed both before and after professional development, as well asteacher-generated engineering design lesson plans and observations as teachers implementedlessons in their classrooms.The Teacher Efficacy and Attitudes Toward STEM (T-STEM) 15 Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. Tamara Moore received an NSF Early CAREER award in 2010 and a Presidential Early Career Award for Scientists and Engineers (PECASE) in 2012. c American Society for Engineering Education, 2016 Saving Pelicans: A STEM Integration Unit (CurriculumExchange) TargetGradeLevel:5-8 EngrTEAMSEngineering to Transform the Education of Analysis, Measurement, & Science Authors and Contact: S. Selcen Guzey Tamara J. Moore

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Steve E. Watkins, Missouri University of Science & Technology

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Pre-College Engineering Education Division

designlongevity stems from its low cost, ease of use, and stable operation2. Common applications arethe generation of pulses, oscillator waveforms, and timing signals. External resistors andcapacitors control timing delays and operating frequencies. A versatile application circuit usingthis IC requires a power supply (e.g. a 9-V battery), a breadboard, a few resistors, capacitor(s),and an output device. With this IC providing versatile functions in a low-cost and easy-to-use package, circuits canbe constructed quickly to address such questions as “What makes a light blink and a buzzersound?” or “What happens internally when a button is pushed?” Design, e.g. changing theoutput function and changing the circuit timing, can be incorporated with simple

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

determine whether or not they were successfully entrenched into theSTEM pipeline.1 American Society for Engineering Education. (2014). Engineering by the Numbers. Washington, DC: Yoder, B. L.2 Bidwell, A. (2015, February 24). STEM Workforce No More Diverse Than 14 Years Ago. Retrieved from://www.usnews.com/news/stem-solutions/articles/2015/02/24/stem-workforce-no-more-diverse-than-14-years-ago3 Crosby, F. J., Iyer, A., Clayton, S., & Downing R. A. (2003). Affirmative action: Psychological data and the policydebates. American Psychologist, 58(2), 93-115.4 Peckham, J., Stephenson, P., Harlow, L., Stuart, D., Silver, B. & Mederer, H. (2007). Broadening participation incomputing: Issues and challenges. Proceedings from ITiCSE 2007: The 12th

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

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

offering to hone theirpresentation skills. The NYU Tandon director of enrollment management, an NYU financial aidofficer, and the DSI instructor led one and a half hour sessions of college advisement to groupsof 5 to 6 students. The students received feedback on their draft college essays and advice on:choosing a college essay topic, creating a list of candidate schools, interacting with interviewers,and understanding college financial aid terminology and processes.Each mentor was assigned one to two mentees and a given lab was assigned between two to fourmentees. Mentors, typically advanced graduate students or post-doctoral researchers, begancontact with their assigned mentee(s) after the completion of the matching process. Participantswere

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Miller, Campbell University; Nina Mahmoudian, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Mo Rastgaar, Michigan Tech; Micah R. Koller, Michigan Technological University

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Diversity

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Pre-College Engineering Education Division

) “Educating Generation Net-- Can U.S. Engineering Woo and Win the Competition for Talent,” Journal of Engineering Education, Vol. 97, No. 3, pp. 246-257. 3. Tavrou, S., Thong, C., & Steele, C. (2011) Increased female participation into engineering education through specialised courses, Australasian. 4. Matusovich, H.M., Streveler, R.A. and Miller, R.L. (2010) “Why do students choose engineering? A qualitative, longitudinal investigation of students' motivational values,” Journal of Engineering Education, Vol. 99, No. 4, pp. 289-303.5. Mattern, N., & Schau, C. (2002) “Gender differences in science attitude-achievement relationships over time among white middle-school students,” Journal of Research in

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa

Tagged Divisions

Pre-College Engineering Education Division

to havea voice, but that they may be changing the dynamics of the whole scene. Analysis of videorecordings of designers’ activity, for example, could confirm or disconfirm this sense.Through further analysis, we intend to explore how a pedagogical partnership between peerobservers, design team members, and classroom instructors might positively influence all thestakeholders’ practices related to engineering design/communication.References[1] Cennamo, K. S., Brandt, C. B. & Scott, B. (2010). Adapting the studio to design-baseddisciplines: Research-based strategies for effective practice, in P. Doolittle (ed.), Proceedings ofthe 2010 Conference on Higher Education Pedagogy (pp 14-15), Blacksburg, Virginia, Centerfor Instructional

Conference Session

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

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

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Pre-College Engineering Education Division

, 32(1), 17-19.10. Bolyard, J., & Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and science teacher quality. Peabody Journal of Education, 83, 509-535.11. National Research Council. (2006). National science education standards. Washington, D.C.: National Academy.12. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.13. Center for Educational Policy (CEP). (2007). Choice, changes, and challenges: Curriculum and instruction in the NCLB era. Washington, DC: CEP.14. Czerniak, C. (2007). Interdisciplinary science teaching. In S. Abell & N. Lederman (Eds.), Handbook of research on science education, 537–559. New York: Routledge.15

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

Victoria G. Bill, New York University; Yosef Skolnick, Cooper Union

Tagged Divisions

Pre-College Engineering Education Division

. Longitudinalsurveys should also be used to assess the long term success of the course in improving studentself-efficacy and interest in STEM majors and careers. The authors suggest that theseimprovements be made for the future across the entire program and analyzed in future papers.References[1] ABET (Accreditation Board for Engineering and Technology). Criteria for Accrediting Engineering Programs,2016 – 2017. (2016). Retrieved from http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2016-2017/[2] NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: TheNational Academies Press.[3] Goldstein, M. H., Purzer, S., Adams, R. S., & Xie, C. (2015). High School

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

Jackie L. Foos, University of Oklahoma; Randa L. Shehab, University of Oklahoma; John K. Antonio, University of Oklahoma

Tagged Divisions

Pre-College Engineering Education Division

discipline were more intense (larger dosage) than the discipline-specificsessions associated with the residential camps of 2014. Thus, it is possible that this larger dose ofcontent generally helped students identify with each discipline as a possible major/profession forthem. The second factor that might (also) explain this difference is that the campers in 2014attended all discipline-specific sessions, whereas students that attended the 2015 day camps self-selected into those days (disciplines) that they wanted to attend. Thus, it is possible that the 2015campers that attended each day had more self-identification with the discipline(s) associated withthe day(s) they chose to attend. Strongly Disagree Disagree Neutral Agree

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret F. Bennewitz, University of Pittsburgh; Ruben Hartogs, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh

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Pre-College Engineering Education Division

). • Teachers can assess student performance using an analytic rubric which addresses technical performance (weight requirements), creativity, and aesthetics. Please see the analytic rubric worksheet. • Students can be asked relevant questions at the conclusion of the activity to assess their understanding of the real-world applications of bioscaffolds. Please see the real-world applications worksheet.Applications: This hands-on activity introduces students to open-ended design questions thatengineers face every day. Students create their own scaffolds comprised of different geometricalshapes and they begin to understand the troubleshooting process as they discover why theirdesign(s) failed and how to make improvements

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chanel Beebe, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

Perceptions of Campus Climate on. Journal of Engineering Education, 94(2), 263– 271. http://doi.org/10.1002/j.2168-9830.2005.tb00847.xCornerstone, S. C. (n.d.). Mechanical Engineer ? Involved in Its Design or Production ., 14–15.Cummings, S. and D. Taebel, Sexual inequality and the reproduction of consciousness: An analysis of sex-role stereotyping among children. Sex Roles, 1980. 6(4): p. 631-644.Figueiredo, A. D. De. (2008). Toward an Epistemology of Engineering. Workshop on Philosophy & Engineering (WPE 2008), (November), 94–95. https://doi.org/10.1080/07370008.1985.9649008Ganesh, T.G., et al. Eliciting Underserved Middle-School Youths' Notions of Engineers: Draw an Engineer. in American Society for Engineering Education. 2009