Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

particular. Further,there are still few published studies that contribute in meaningful ways to our understanding ofhow to recruit and retain learners from diverse groups. We close by setting research agendas andavenues needed to understand and impact concerns over diversity and inclusion in engineering.Introduction and backgroundDespite myriad calls for and programs aiming to bring engineering into K-12 settings, progresshas been hampered by an already crowded curricular scope, comparatively limited resources forteacher professional development on teaching engineering practices, and a relatively sparseadoption of state standards that include engineering. In this metasynthesis, we reflect on pastfindings and contrast this with more recent

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miancheng Guo, University of Massachusetts; Martina Nieswandt, University of Massachusetts; Elizabeth McEneaney, University of Massachusetts

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, conceptual design is considered the most cognitively intensive inthe engineering design process (Kim, 2011). Therefore, throughout the whole design process,students may have engaged in their task differently, behaviorally emotionally and cognitively.Thus, we perceive the videos recording their design processes as temporal data. In order toanalyze such data, we used sequence analysis – a temporal data analysis method (Abbott,1995). Each video was divided into a number of two-minute segments for adequate coding,and each segment was watched and compared with predetermined indicators that reflect thethree types of engagement and thus record the presence of each type of engagement at thesub-group level. Due to space limit of this paper, these indicators

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Marie Anne Aloia, Bayonne High School; Laurent Simon, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

developing standards-based lesson plans.In turn, it was expected that teachers’ research experience(s) and implementation of theinstructional modules in their classrooms would thus impact upon their students’ learning andmotivation to pursue studies in STEM areas16.The success of the RET program has been reflected, in part, by the number of teachers whocontinued to seek a place in the RET programs that followed each summer. One such teacherwas a participant in the first RET program, and since then has been invited back each year toparticipate in the program; the only teacher to have been invited back for each of the ten years ofthe program to continue development of engineering curricula for her high school and serve as amentor for other teachers in

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Purdue University, West Lafayette (College of Engineering); Monique S Ross, Florida International University; Christopher Alexander Carr, National Society of Black Engineers; Brittany Boyd, National Society of Black Engineers

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

and pre and postprogram assessment that includes both academic and interest outcomes. Various statistical testsincluding an ANOVA analysis of mean differences as well as a regression analysis of the studentand mentor data should be conducted. Additionally, as introduced within the limitations section,an analysis of classroom mentors opened-ended questions should be analyzed for qualitativeresearch purposes. This is especially important for those mentors who had negative experiencesand may have reflected that information within the survey.BIBLIOGRAPHY[1] Afterschool Alliance (2004). American After 3 PM: Afterschool Programs in Demand.[2] Afterschool Alliance. (2011). Afterschool: A vital partner in STEM education. Retrieved from http

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

include discipline-specific elements of arguments, such as weighing and justifyingtrade-offs based on prioritized criteria and constraints, which are features of argumentation inengineering.21 Thus, more discipline-specific instruments are needed to assess students’argumentation in engineering.Some existing instruments can be used to determine the quality of students’ writing inengineering. Most notably, Abts and colleagues developed the Engineering Design ProcessPortfolio Scoring Rubric,22 which includes the following two elements: “evaluation, reflection,and recommendations” and “presenting the project.” These elements might be related toargumentation, in the sense that students are expected to present the project “for the audiencesand purposes

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Grubbs, Baltimore County Public Schools; Greg J. Strimel, West Virginia University

Tagged Divisions

Pre-College Engineering Education Division

engineering designers: The role of reflective practice. Design Studies, 24(3), 275-294.Bilda, Z. & Gero, J. S. (2007). The impact of working memory limitations on the conceptual design process, Design Studies, 28(4), 343-367.Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.Crismond, D.P., & Adams, R.S. (2012). The informed design teaching & learning matrix. Journal of Engineering Education, 101(4), 738-797.Cross, N. (2001). Design cognition: results from protocol and other empirical studies of design activity. In C. Eastman, W. Newstatter, & M. McCracken. (Eds.), Design knowing and learning: cognition in design education. (pp. 79-103). Oxford, UK

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

Miles J. Mabey, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University

Tagged Divisions

Pre-College Engineering Education Division

prestigious awards. Maker Faires do have a small blue ribbon award that isgiven out but it is not competitive and there is no selective next level. This difference especiallyimpacts the overall social environment of the event.Advantages of Maker FairesThe atmosphere surrounding the Maker Faire creates different opportunities than a science fair,these differing opportunities are an advantage of Maker Faires. Maker Faire projects are oftenself-motivated and with fewer requirements than a science fair young makers can pick a projectthat reflects exactly what they are interested in and not what education dictates, We are particularly interested in how our approach might reach students who don’t fit well into the existing system or who have

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

So Yoon Yoon, Texas A&M University; Johannes Strobel, University of Missouri

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, there were exceptions in severalcourses and gender and racial/ethnic differences in the trends. Based on the findings, weidentified several interesting characteristics in the trends of student course-taking in CTE-STEMcourses and addressed each characteristics one by one with discussion.A. Overall, Student Enrollment Rates Increase across Time in CTE-STEM CoursesAs shown in Figures 2 through 5, overall over a six-year time frame, Texas high school studentenrollment rates were increasing in CTE-STEM courses when the effects of natural increase ofpopulation were controlled in enrollment rates. Even though the proportion of students taking theCTE-STEM courses is relatively small, the trends are promising as it reflects a continuousincrease of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Laura Meszaros Dearolf, The Perry Initiative ; Amy C Bucha, The Perry Initiative; Lisa L Lattanza MD, University of California San Francisco

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

to 5-pt Likert Scale. Whiskers represent ±1 standard deviation.Table 1: College majors for program alumnae and controls for both high school (intended major)and college (actual major). Students were permitted multiple responses to reflect dual majors andinterdisciplinary areas of study. Choice of college major was compared between alumnae andcontrols using chi-square test for independence (df=1, N=627 for high school, N=324 forcollege). High School CollegeCollge Major Program Control p value Program Control p valuePhysics, Chemistry, Math 29.4% 30.8% 0.68 7.3% 8.3% 0.86Biology or Biosciences 80.8

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

Tagged Divisions

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: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Susan Haag

Tagged Divisions

Pre-College Engineering Education Division

and four-years to reflect key ABET student outcomes.Finding 1: FIRST® Positively Impacts Student Interest, Skills and Abilities in STEMABET Student Outcomes: (a) an ability to apply knowledge of mathematics, science, andengineering; (k) an ability to use the techniques, skills, and modern engineering tools necessaryfor engineering practice.From the team leaders’ perspective, FIRST® had an impact in areas such as team members’interest in computers and technology, interest in jobs or careers in science and technology, andinterest in or awareness of how math and science are used in the real world. Overall, coachresponses suggested that FIRST® participants’ skills, interests, and abilities increased “a lot”during the program. As a result

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 Holly Jr., Purdue University, West Lafayette; Cole H. Joslyn, Purdue University, West Lafayette; Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Chanel Beebe, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering and investigating how engineering habits of mind can enhance pre-college students’ learning abilities.Cole H. Joslyn, Purdue University, West Lafayette Cole Joslyn is a PhD student in the School of Engineering Education at Purdue University. His research interests include holistic approaches to humanizing engineering education (such as ethics of care, human- istic education, contemplative and reflective practices, and spirituality) and how they can shape engineer- ing as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education and has worked as an engineer, a pastor, and a high school math teacher.Miss Avneet Hira, Purdue

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Robert Stambach, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

Pre-College Engineering Education Division

) have been created in a flexible manner that supports theiradaption to multiple venues and grade levels. The design presented here simplifies the lessoncreation process while supporting a broad dissemination to pre-college teachers and students.The importance of this effort is reflected in the research findings that many young students donot know what engineers do.3 The proposed approach supports faculty and graduate students inmaximizing the potential impact of their outreach efforts, reaching a broader population of youngstudents. Two specific lesson plans are presented, Mining Coal and Bridge Building. These lessonswere selected because they illustrate flexibility in design and our initial efforts at embeddingsuch flexibility

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

participate in anoutreach survey than those not. We could well have a disproportionate data set. But outreach certainly“feels” like a nearly pervasive activity among universities, and this magnitude of extrapolation is likelyto be generally valid.Three programs reported about 65,000 of the 147,000-plus student total, each with about 20,000participants. The median figure for student programs was 200. The spiky-ness of participation numberspoints up something fundamental about the nature of the field. Outreach is a highly varied undertaking.Different schools have different goals, capabilities, and opportunities. Programs come in all shapes andalso all sizes.The community member total does reflect one unusually large program total that might bear

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

Tagged Divisions

Pre-College Engineering Education Division

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost. 3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which the variables are controlled and failureAdditional description and resources related to this K’Nex™ structure design activity can befound in the educational resources in NEESacademy on the NEES website[12], PacificEarthquake Engineering Research Center (PEER) website[9] and in a paper[7].During the

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

Henry M. Clever, New York University; Allison Graham Brown, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

by incorporating real work: real-worldrelevant assignments, ill-defined problems, sustained investigation, collaboration, and reflection.The AR Drone lab targeted all of these real work elements with its inherent real-worldimportance in technology, ill-defined experimental process, sustained investigation of errorsources, and continuous collaboration and reflection between teams. Simultaneously, it promotedthe three categories within quantitative research through this real work scenario: actualexperimental design and setup, theoretical calculations of ground speed from distance and time,and descriptive analysis of a real-world scenario.Within the “real work” learning process, it is essential to account for how the Net Generationlearns.21 The

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

measures of teacher practice becorrelated to RTOP scores? Table 3: Description of comparison between SEC, RTOP, and Journal instrument scores. Procedural Knowledge SEC RTOP Journal How much of science instructional Which of these did the teacher do time in class do students spend… Evaluates the kinds of during the lesson… processes the student are Use hands-on materials, reflect on asked by the teacher to use their work, solve science problems

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

Reagan Curtis, West Virginia University; Darran Cairns, West Virginia University; Johnna Bolyard, West Virginia University; David Luke Loomis, West Virginia University; Kelly Leigh Watts, RESA 3; Sera Mathew, West Virginia University; Michael Theodore Carte, George Washington High School

Tagged Divisions

Pre-College Engineering Education Division

-level skills that are fostered in test-driven curricula and expand to multi-leveled solutions and organized collections of facts andrelations among concepts 7, 13.Our engineering design based approach to teaching content and developing problem solving skilldictates a new role for the teacher as well. Teachers must shift from an evaluative perspective toan interpretive one as they move away from guiding students to correct answers and towardemphasizing student exploration and engagement 15. The teachers’ focus should targetencouragement of students’ own reflections on their reasoning and interpretations of problemsituations 7. Contrary to current practices of warning students when they take a wrong step intheir solution efforts, teachers need to

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Jane Huff-Lohmeier, University of Arizona; Amee Hennig, University of Arizona; Daniel Lamoreaux, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

contextrequires a more thoughtful approach, taking care not to make assumptions based on pastexperiences with non-American Indian students. Another pattern revolved around pedagogicalmethods; some proposed that teachers must take extra care to teach to various learning styles andmake curriculum content relatable to students’ lives, and others suggested that instructionalmethods should reflect a natural, traditionally-rooted learning style. A final common thread thatwas mentioned in two of the three groups was the importance of integrating technology intolearning in order to help American Indian students stay connected to the 21st century. This,however, can be tempered by poor connectivity in some rural nations.The final prompt asked participants to

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

todecide which will work best in their classroom.The model most teachers chose to use largelylooked like the Massachusetts Department ofEducation Engineering Design Process Model7(Fig. 2). Some teachers preferred to furthercondense this model into easier acronyms suchas D.E.A.L (determine the problem, evaluatepossible solutions, apply the best solution, lookback and reflect). Figure 2: Massachusetts Department of Education Engineering Design Process Model (MassachusettsTeachers work through the EDP to design and DOE 2006, p. 84)build their own wearable device to address a OneHealth issue. With guidance from Center faculty experienced in

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda Whipker, The Forge Initiative; Robert A. Mackie, The Forge Initiative; Lynn A. Albers, Campbell University

Tagged Divisions

Pre-College Engineering Education Division

authors embarked on the mission to investigate how common it was to use multipledrive teams, they did not expect these results. Having three drive teams on Team 3459 is uniquerelative to all the teams in North Carolina and 91 percent of the participating FRC teamsresponding used the traditional format of one drive team or one drive team plus a backup. Wewere surprised to see that another team in Michigan has considered this option and will try it thisseason.This was just a pilot study, and we observed potential issues with survey participant selection. ● Only teams with representation in Chief Delphi were invited to participate ● Because the invitation was in the form of a forum post, only teams that have spent time reflecting on the

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)

Tagged Divisions

Pre-College Engineering Education Division

presented is based upon work supported by the National Science FoundationDivision of Research on Learning under Grant No. DRL 1543175. Any opinions, findings andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation References[1] Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.[2] Ginsburg, H. P., Inoue, N., & Seo, K. H. (1999). Young children doing mathematics: Observations of everyday activities. Mathematics in the early years, 1, 88-99.[3] Hutchinson, E., & Pournara, C. (2014). Pre-school children's performance on repeat- pattern tasks

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

require them to organize a local fair. We expected this toresult in 34 mentored students participating in the 2014-2015 program. This goal was met: in thespring, project teachers (N=17) reported between 0 to 58 students (Med. = 9) participating inS&E fairs at their school. Teachers reported mentoring between 0 to 47 students (most rangedfrom 2-4, Med. = 3). Excluding the teacher who reported 47 mentees, this leads to a total numberof 51 students who were mentored this year. Although this result was encouraging, the studentsmentored did not reflect school diversity to the extent that the program had hoped. Table 2 shows the characteristics of students in the class, who completed fair projects,and who were mentored. Underrepresented

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

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

75.7 81.1 70.3 78.4 64.9 Results show that engineering disciplines which were covered during the program recordedhigher numbers of mentions after the program. Prior to the program, only three out of thirty-seven students made mention about industrial engineering, but that number increased to twenty-six at the end of the program. The results reflect the increase in student exposure to otherengineering disciplines beyond any existing prior knowledge. To better assess students’ understanding of each engineering discipline that was covered andtheir ability to distinguish between them, a rating based on a Likert scale was applied to eachstudent response on the same questionnaire based on the following scale definition: • 0 – Student did

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

Students 30% 25% 20% 15% 10% 5% 0% One Two Three Four Five Six Seven Number of Days Attended Figure 1. Number of days attended by students for the 2015 Engineering Days program.Students’ Perceptions of Disciplines Prior to SessionsIn a written survey, students were asked to reflect on their level of knowledge and

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

: Harvard University Press. Schön, D. (1983), The Reflective Practitioner, London: Temple-Smith. Blikstein, P. (2008). Travels in Troy with Freire: Technology as an Agent for Emancipation. In Noguera, P. andTorres, C. A. (Eds.), Paulo Freire: the possible dream. Rotterdam, Netherlands: Sense.18 Freire, P. (1970). Pedagogy of the Oppressed. New York, NY: Herder & Herder. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American EducationResearch Journal, 35, 465-491. Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using aqualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141. B Blikstein, P. (2008). Travels in

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

DeLean Tolbert, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

ofengineering knowledge available in different communities. This could help substantiate ourclaims. With respect to analyzing specific pre-test questions, future work might include an itemanalysis to examine student responses. The sole focus on pre-test scores prevented aninvestigation on the curriculums ability to overcome or address the negative impacts of studentsand school level factors.AcknowledgementThis work was made possible by a grant from the National Science Foundation DLR 0822261.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation. Wealso acknowledge Dr. Yukiko Maeda, Dr. Monica Cardella, and Dr. Heidi Diefes

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

of the teacherworkshops and corresponding student Discovery Weekends is that these teachers, with assistancefrom the university project team, will guide their students through the same content during theacademic year. The culminating event for the academic year project will be a design competition..Acknowledgement and DisclaimerSupport for this work was partially provided by the National Science Foundation under AwardNumber IIA-1348314. Any opinions, findings, and conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of NSF.Bibliography1. National Academy of Engineering. Rising Above the Gathering Storm, The National Academies Press, 20072. National Academy of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

requirements.ConclusionIn conclusion, public educational institutions are responsible for educating students in a safe andeffective environment. Across the US, the number of female students engaging in PLTW doesnot reflect the population as a whole. Therefore, women will continue to be underrepresented inthese programs unless measures are taken. Offering all-female PLTW cohorts have proven theirsuccess to attract and retain more female students. Though the evidence is clear, all-femalePLTW cohorts are slow to be adopted. There is a fear that single-sex education in a mixedsetting gives preferential treatment and an unfair advantage to some students. However, withoutthese interventions, the representation of women in PLTW and engineering programs willincrease

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa H. Forbes, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

Tagged Divisions

Pre-College Engineering Education Division

had observed from using TeachEngineering curricula;student engagement was commonly mentioned: “I am a physics teacher that has been looking for a more creative way to introduce vectors. My honors physics [students] are having a blast with the vector voyage activity!” “Students are engaged and thinking. That’s a definite plus!” “My students are engaged in critical thinking, they have a lot to say about it and my principal is impressed.” “My students have loved using this curriculum. They have been so engaged and excited. They meet me at the door asking what we’re going to do in science today!” “Students are more engaged and excited about learning. Their conversations reflect what they are