Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chandan Dasgupta, Department of Computer and Information Technology, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette ; Jie Chao, The Concord Consortium

Tagged Divisions

Pre-College Engineering Education Division

). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers & Education, 49, 740–762.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Rodrigues, S. (2003). Experiences from the partnership in primary science project: Teacher professional development involving ICT and science pedagogical content knowledge. Science Education International, 14(2), 2–11.
Taleyarkhan, M. R., Dasgupta, C., Mendoza-Garcia, J. A., Magana, A. J., & Purzer, S. (2016). Investigating the Impact of an Educational CAD Modeling Tool on Student Design Thinking

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

Skills. (2011). Professional Development: A 21st Century Skills Implementation Guide. http://www.p21.org/storage/documents/p21-stateimp_professional_development.pdf3. Next Generation Science Standards (2013). http://www.nextgenscience.org/sites/ngss/files/Appendix%20I%20- %20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf4. Bowen, B. (2013). Teachers in Industry: Measuring the Impact of a K-12 Teacher Internship Program. Annual Proceedings of the American Society for Engineering Education, Atlanta, GA.5. Silverstein, S. The Effects of Teacher Participation in a Scientific Work Experience Program on Student Attitudes and Achievement: A Collaborative Multi-site Study. http://scienceteacherprogram.org

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Pre-College Engineering Education Division

., Helbling, J., and Lestari, W., “An Aerospace Engineering Summer Camp forHigh School Students”, Proceedings of the PSW 2011 Regional ASEE Conference, March 31-April 2, 2011, California State University at Fresno, CA.3. Post, J.E. “An Arduino-based Summer Camp Experience for High School Students,”Proceedings of the 2016 ASEE Annual Conference, June 2016, New Orleans, LA.4. Jeffers, A., Safferman, A., and Safferman, S. (2004) “Understanding K-12 EngineeringOutreach Programs,” J. Prof. Issues Eng. Educ. Pract., ASCE 130(2):95-108.5. Fry, C., Davis, J., Shirzi-Fard, Y., “Recruitment and Retention of Females in the STEMDisciplines: The Annual Girl Scout Day Camp at Baylor University,” Proceedings of the 38thASEE/IEEE FIE Conference, October, 2008 at

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

instrumentality, whichdescribes the degree to which an individual considers something s/he is learning to be useful inhis/her future. Measures of instrumentality have been shown to predict course performance in avariety of settings, including engineering [33, 34]. Essentially, when students don’t see a need tolearn something, their learning tends to be negatively impacted. Commonly, the courses thatgate-keep advanced coursework—such as capstone design courses—include a large componentof introductory or basic content that stands in as disciplinary knowledge [35]; in such cases,students who don’t see these components as useful will tend to perform less well. Increasinginstrumentality for struggling and underserved learners is one way to support them. For

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

Julie Cafarella, University of Colorado - Boulder; Kevin O'Connor, University of Colorado - Boulder; Jacob (Jenna) McWilliams, University of Colorado - Boulder

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

asoriginally recorded...”). However, in viewing the original video footage, the authors found thatthe vignette and the video data do not correspond. The vignette that NGSS provides states thefollowing: “Ms. S. moved over to another group that had just broken into laughter and asked what was so funny. Rick related, ‘I see smashed cans all the time. I think an airfoot stomped the tanker down. And the molecules transformed into a molecule foot.’ Ms. S. asked, ‘What is this imaginary foot?’ Latasia answered, ‘Air.’ Ms. S. guided the students, ‘Let’s add that idea to the model.’ (The teacher validated the use of place [smashed cans in the neighborhood] to keep the students engaged and make a

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Dixon, Ohio State University; Deborah M. Grzybowski, Ohio State University; Jenny Vi Le, Ohio State University; Carlos E. Castro, Ohio State University; Madith Barton, Ohio State University; Olivia R. Richardson, Ohio State University

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Diversity

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Pre-College Engineering Education Division

.Mukuni, J. (2015). The chronic shortage of STEM talent. Teacher Education & Practice. 28(2/3), 208-220.Nugent, G., Kunz, G., Rilett, L., & Jones, E. (2010). Extending engineering education to K-12. The Technology Teacher. 14-19.O’Meara, K. & Rice, R. E. (eds.). (2005). Faculty priorities reconsidered: Encouraging multiple forms of scholarship. San Francisco: Jossey-Bass.Purzer, S., Strobel, J. & Cardella, M. E. (Eds.). (2014). Engineering in pre-college settings: Synthesizing research, policy and practices. West Lafayette, IN: Purdue University Press. 17Rogoff, B. (1990). Apprenticeship in thinking: Cognitive

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

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Diversity

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Pre-College Engineering Education Division

integration into the scientific community. Journal of Educational Psychology. Vol. 103, No. 1, 206-222. 3. Lent,R.W., Brown, S.D., & Larkin, K.C. (1986), Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology.Vol. 33(3). 265-269. 4. MacPhee, D., Farro, S., Canetto, S. (2013) Academic Self-Efficacy and Performance of Underrepresented STEM Majors: Gender, Ethnic, and Social Class Patterns. Analyses of Social Issues and Public Policy, Vol. 13, No. 1, 2013, pp. 347—369. 5. Bandalos, D., Yates, K., & Thorndike-Christ, T., (1995). Effects of Math Self-Concept, Perceived Self-Efficacy, and Attributions for Failure and Success on Test

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

projects (e.g., dropping balls to determine theheight of a stairwell and using shadows to calculate heights).Citations 1. “Science and engineering indicators 2004,” National Science Board, May 2004 [Online]. Available: http://www.nsf.gov/statistics/seind04/, last accessed May 25, 2009. 2. M. Yilmaz, J. Ren, S. Custer and J. Coleman, "Hands-On Summer Camp to Attract K–12 Students to Engineering Fields," in IEEE Transactions on Education, vol. 53, no. 1, pp. 144-151, Feb. 2010. 3. S. Huang, C. M. Degen, M. D. Ellingsen, M. D. Bedillion, and K.H. Muci-Kuchler, K. H., Investigating the Impact of an Outreach Activity on High School Students’ Attitude Towards STEM Disciplines Paper presented at 2015 ASEE Annual Conference

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18984High School to STEM - Dean’s Early Research InitiativeDr. Afroditi Vennie Filippas, Virginia Commonwealth University Dr. Filippas received her B.S. in Electrical Engineering from the University of Patras, Greece. After earn- ing her M. S. and Ph. D. from the University of Texas at Austin, she completed post-doctoral research with the Institute of Accelerating Systems and Applications in Athens, Greece. Post-academically, she worked for Ansoft Corporation as a research scientist spearheading the development of the next genera- tion code for Ansoft DesignerTM. Dr. Filippas joined Virginia Commonwealth

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

0.05 (Table 3). This is in contrast to Stoeger et al.’s findingsthat STEM interest is almost three times higher for boys than girls. The study also concluded thatgirls, although not limited in their ability, need positive mentor or instructor support to overcomeingrained stereotypes (Stoeger et al., 2013). The gender gap in this study may have been closeddue to the STEM focused school culture, various kinds of activities at school in addition to theSTEM extracurricular clubs.Table 3: The impact of gender on STEM perception based on STEM club enrollment p<0.05 Gender Sig. Club Only F M 0.53 Non Club F M

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

problems 1-3 on the worksheet  Pattern completion: Complete a missing Worksheet (after they read Pattern Fish with the teacher and explore pattern with colors and letters. patterns as they go through the book).  Pattern abstraction: Show abstraction by Teacher asks: Can you use letters to describe the patterns in representing a color patter using letters. problems 1 and 2? 4B Have students complete #1-3 on the BLM by labeling the  Pattern identification: Identify a pattern Worksheet patterns with letters (As and B s). Share out student ideas demonstrated in class and represent them about Pattern#3 (AABAAB

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

like to thank Sonoran Schools CEO: Fatih Karatas, and CAO: RobertHobbins, also Sonoran Science Academy’s administrators Jim Satterlee and Naci Karadeniz fortheir support during this study.Bibliography[1]Stoeger, H., Duan, X., Schirner, S., Greindl, T., & Ziegler, A. (2013). The effectiveness of a one-year online mentoring program for girls in STEM. Computers & Education, 69, 408. doi:10.1016/j.compedu.2013.07.032[2]Christensen, R., Knezek, G., & Tyler-Wood, T. (2014). Student perceptions of science, technology, engineering and mathematics (STEM) content and careers. Computers in Human Behavior, 34, 173-186. doi:10.1016/j.chb.2014.01.046[3]Chatzinikolakis, G., & Papadakis, S. (2014). Motivating K-12 students learning

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Michele Miller, Michigan Technological University; Mo Rastgaar, Michigan Technological University

Tagged Divisions

Pre-College Engineering Education Division

the spring to present the co-roboticcourse to recruit teachers.AcknowledgmentNational Science Foundation supports this work under grant numbers 1426989 and 1453886.References[1] J. L. Irwin, J. Pearce, G. Anzolone, and D. Oppliger, “The reprap 3-D printer revolution in stem education,” in 121st ASEE Annual Conference & Exposition, 2014.[2] S. Ziaeefard, G. Ribeiro, and N. Mahmoudian, “GUPPIE, underwater 3d printed robot a game changer in control design education,” in American Control Conference (ACC), 2015, pp. 2789–2794, July 2015.[3] N. L. States, “Next generation science standards: For states, by states,” 2013.[4] A. Bonarini and M. Romero, Robotics and Design: An Interdisciplinary Crash Course, 2013.[5] X. Zhu and J. Lin

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

impacting them and their students (if they are, in fact, teaching inclassrooms).Just over half (51%) of the respondents indicated that they were K-12 teachers (almost one-quarter of whom had been teaching for at least 20 years), 6% indicated that they were “K-12educator[s] in an informal learning setting,” 3% “engineer[s] engaged in K-12 outreach,” and 2%“community member[s] engaged in K-12 outreach.” Another 38% of respondents identified withan “other” category, which included students, homeschool teachers, university faculty,community college instructors, as well as a self-described curriculum developer, a scienceinstructional coach, and a teacher’s aide.The users varied in how often they reported teaching TeachEngineering curriculum in

Conference Session

Pre-College: Resource Exchange

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa; Rebecca Hooper; Jill Denman Murphy; Cody Anderson, Scottsdale Community College

Tagged Divisions

Pre-College Engineering Education Division

between semi-conductors in a solar cell. Students then connect the story to an actual solar cell given anoverview of the cell’s structure and vocabulary terms. Students can be assigned to groups, witheach group assigned a scene from the story, following by whole-class discussionCurriculum connections: This lesson pre-supposes that students have completed a unit on atomicstructure. The lesson was an expansion of a unit on types of energy, as part of a sub-unit on solar. This material is based upon work supported in part by the National Science Foundation (NSF) and the Department of Energy (DOE) under NSF CA No. EEC-1041895. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette (College of Engineering); Salsabil Mahmed Salah, FACElab Purdue, Uprise academy; Claudia N. Hurt, FACElab Purdue; Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

were interested inhelping the campers afraid of swimming to get into the pool and enjoy without necessarilyhaving to swim. As a solution for their problem statement, they designed an underwater domewith a slide used to enter it from the top of the pool.Team 26 “sailor scouts” and team 36 “white tigers” had similar interests. Figure 3 shows theirprototypes. They brainstormed to find solutions to get from one station to another without havingto walk. Team 26 made an inflatable trampoline cart with rails that would be pulled by theirteam leader, while team 36’s cart would be driven by motors and power. Team 26 also addedrails for safety of the passengers; they also made the cart soft so it would go through narrowspaces, and made it inflatable so

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division

., Hees F., Jeschke S.: Hands on Robotics. Concept of a Student Laboratory on the Basis of anExperience-Oriented Learning Model. Proceedings of the International Conference on Education and NewLearning Technologies, In: EDULEARN 2010, 5-7 July 2010, IATED, pp. 6047-6057, Barcelona, Spain.[7] Stehling, V., Schuster, K., Richert, A. & Jeschke, S. Access All Areas: Designing a hands-on roboticscourse for visually impaired high school students, in Proceedings of the International Conference on HumanComputer Interaction (HCI 2015); 1-8 August, Los Angeles, USA.[8] Mubin, O., Stevens, C.J., Shahid, S., Mahmud, A.A., and Jian-Jie, D. A Review of the Applicability ofRobots in Education (2013). Online: http://roila.org/wp-content/uploads/2013

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

Tagged Divisions

Pre-College Engineering Education Division

   the   game.  References  1. APPENDIX   I  –  Engineering   Design   in   the   NGSS   [PDF].   (2013,   April).   Next   Generation  Science   Standards.  2. P21   Framework   Definitions   [PDF].   (2015,   May).   Partnership   for   21st   Century   Learning.  3. Brophy,   S.,   Klein,   S.,   Portsmore,   M.   and   Rogers,   C.   (2008),   “Advancing   Engineering  Education   in   P­12   Classrooms”.   Journal   of   Engineering   Education,   97:   369–387.  4. Bowen,   B.   (2014,   June),   “K­12   Teacher   Internships:   Professional   Development   in   the  Engineering   Design   Process   and   STEM   Learning   Paper”.   2014   ASEE   Annual  Conference   &  Exposition,   Indianapolis

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joyce Seifried, The College of New Jersey ; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Divisions

Pre-College Engineering Education Division

Undergraduate Nanotechnology Education Program with Integrated Laboratory Experience, 2015, ASEE Conferences: Seattle, Washington.2. Minaie, A., Sanati-Mehrizy, A., Sanati-Mehrizy, P., and Sanati-Mehrizy, R., Nanotechnology in Engineering Education, 2015, ASEE Conferences: Seattle, Washington.3. Murday, J., Hersam, M., Chang, R., Fonash, S., and Bell, L., Developing the Human and Physical Infrastructure for Nanoscale Science and Engineering, in Nanotechnology Research Directions for Societal Needs in 2020. 2011, Springer. p. 501-560.4. Hsi, S., Sabelli, N., Krajcik, J., Tinker, R., and Ellenbogen, K. Learning at the Nanoscale: Research Questions That the Rapidly Evolving Interdisciplinarity of

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

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

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Diversity

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Pre-College Engineering Education Division

: Visions of Engineering in the New Century. (The National Academies Press, 2004).7. Grover, S. & Pea, R. Computational Thinking in K–12 A Review of the State of the Field. EDUCATIONAL RESEARCHER 42, 38–43 (2013).8. Partovih, H. Transforming US education with computer science. in 45th ACM Technical Symposium on Computer Science Education, SIGCSE 2014, March 5, 2014 - March 8, 2014 5 (Association for Computing Machinery, 2014). doi:10.1145/2538862.25547939. Nikou, S. A. & Economides, A. A. Measuring student motivation during ‘The Hour of Code’ activities. in 14th IEEE International Conference on Advanced Learning Technologies, ICALT 2014, July 7, 2014 - July 9, 2014 744–745 (Institute of Electrical and Electronics Engineers

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mandy Biggers, Penn State University; Leigh Ann Haefner, Penn State University - Altoona; Jonathan Bell

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

, by states. Washington D.C.: National Academies Press.
 2. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC.: The National Academy Press. 3. National Research Council. (2004). Engaging schools: Fostering high school students' motivation to learn. Washington, DC: National Academies Press. 4. Roehrig, G. H., Moore, T. J., Wang, H. H., & Park, M. S. (2012). Is Adding the E Enough? Investigating the Impact of K‐12 Engineering Standards on the Implementation of STEM Integration. School Science and Mathematics, 112(1), 31-44. 5. http://www.eie.org/eie-curriculum/curriculum-units/water-water-everywhere-designing-water

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

Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Diversity

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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

Danilo Garbi Zutin, Carinthia University of Applied Sciences; Michael E. Auer, Carinthia University of Applied Sciences; Christian Kreiter MSc, Carinthia University of Applied Sciences

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Diversity

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Pre-College Engineering Education Division

learning: concepts andcases. Peter Lang, Oxford ; New York.4. Tannhäuser, Anne-Christin, and Claudio Dondi. “It’s Lab Time–Connecting Schools to Universities’ RemoteLaboratories.” In Pixel International Conference, 1–5, 2012.5. Charette, Robert N. “The STEM Crisis Is a Myth.” IEEE Spectrum 50, no. 9 (September 2013): 44–59.doi:10.1109/MSPEC.2013.6587189.6. Govaerts, Sten, Yiwei Cao, Andrii Vozniuk, Adrian Holzer, Danilo Garbi Zutin, Elio San Cristóbal Ruiz, LarsBollen, et al. “Towards an Online Lab Portal for Inquiry-Based Stem Learning at School.” In Advances in Web-Based Learning–ICWL 2013, 244–53. Springer, 2013. http://link.springer.com/chapter/10.1007/978-3-642-41175-5_25.7. V. J. Harward, J. A. del Alamo, S. R. Lerman P. H. Bailey, J

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

A. Leyf Peirce Starling, The Engineering Place, North Carolina State University; Diane Brauner, Perkins School for the Blind

Tagged Topics

Diversity

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Pre-College Engineering Education Division

accessible technology with multisensory learning and assessmentopportunities allows with VIB to access STEM fields more readily. Therefore, it is essential thatthese types of engineering activities be further incorporated into science classrooms as they makethe material accessible to all students.Bibliography1. Erickson, W., C. Lee, and S. von Shcrader. “Disability Statistics from the 2013 American Community Survey (ACS).” 2015 [cited 2015 January 26]; Available from: http://www.disabilitystatistics.org.2. Bottomley, L., et al., Engineering Summer Programs: A Strategic Model Paper presented at 2015 ASEE Annual Conference and Exposition. Seattle, Washington. , 2015(June): p. 10.18260/p.23982.3. Napper, S.A., P.N. Hale, and F.J. Puckett

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

Pamalee A. Brady, California Polytechnic State University - San Luis Obispo; John Chen, California Polytechnic State University - San Luis Obispo; Danielle Champney, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Pre-College Engineering Education Division

new to the student s/he may feel somewhat at a loss inthe beginning, finding that learning is to be self-motivated rather than directed by the instructor.The second design challenge built upon principles of the first challenge, extending these intechnological complexity and duration. Students presented their solutions to faculty and peers atthe end of the quarter.Design Challenge I (shown below and in Figures 2-4) was planned to span approximately threeweeks, and asked students to design a wheelchair ramp for a home on a very restricted lot,requiring difficult geometric constraints. Each student team was presented with a differentresidence configuration in relation to its vehicle driveway, and asked to design a ramp so that aresident who was

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Helen Meyer, University of Cincinnati

Tagged Divisions

Pre-College Engineering Education Division

than 45 minutes long) are at a disadvantagewhen incorporating hands-on projects. It takes time to distribute materials at the beginning ofeach class and then clean up materials at the end of the bell. Longer bell schedules or blockschedules are generally preferable for project-based work. For some teachers, the barrier of time seems insurmountable. Others embrace this new wayof teaching, even after their time in the program comes to an end and they are no longer requiredto teach using challenge-based learning and engineering design. What makes the difference? Two factors emerge as teachers weigh the cost-benefit analysis to this new way of teaching.First, the selection of academic standard(s) to be addressed by the units, as well as

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

noticedisciplinary aspects of their students’ engineering design.AcknowledgementsThis work was conducted at the Tufts University Center for Engineering Education andOutreach. This project is funded by the National Science Foundation DRK-12 program, grant#DRL-1020243. The authors would like to thank the Novel Engineering team for theirassistance, particularly Dr. Mary McCormick and Brian O’Connell for their help in conductingthe interviewers. The authors would also like to thank the six teachers who participated in theinterviews.References1) Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics, and ICT Education, 6(1), 51-72.2) Robertson, A. D

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

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

Tagged Divisions

Pre-College Engineering Education Division

packages. They then improve and reevaluate this design13.The study recruited teachers from Massachusetts, Maryland, and North Carolina. Allparticipating teachers received three days of professional development on the curriculum unit(s)that they would be teaching (assigned based on alignment with which science topics theyreported teaching). They then implemented their assigned unit during the 2013-2014 and 2014-2015 school years. As part of this implementation, students completed all written work in anengineering notebook which was returned to the researchers when the unit was completed. Theengineering notebooks were developed for the efficacy study by consolidating worksheetsalready included in the teacher’s guides for the units and binding

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

summer program, students were asked to rate their perceivedinterest and success in math and science activities. Table 1 presents responses from theparticipants and the average rate for students’ math/science interest and math/science success.Students were asked to provide a rate using the scale (1 “Do Not Like” to 10 “Like A Lot”)gauging interest and (1 “Low success” to 10 “Very high success”) gauging level of success.Compared to science, students slightly rated their math skills higher for both interest and successwith an average of 8.28 for both categories. Average rating of science skills for interest andsuccess were 7.97 and 7.92, respectively. More 10’s were selected by students as their perceivedrate for math interest and success (12 and

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

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Divisions

Pre-College Engineering Education Division

can build their competence with successful experiences. Then by providing studentswith a university visit with fun social components and innovative engineering lab activities wecan provide a second opportunity for students to begin envisioning themselves in the role offuture college student and maybe even a future engineer.References[1] Koller, E., Beek, L., Besser, D., Guzey, S., & Thomas, A. P. (2015). Implementing and evaluating an e-textilecurriculum in an engineering summer program for girls. ASEE Annual Conference, Seattle, WA, June 2015.[2] Van Sloun, F., Yang, Y. & Besser, D. (2014). Engineering exploration module for rising 7th & 9th Grade Girls.ASEE North Midwest Regional Conference, Iowa City, IA, October 2014.[3] Puck