Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Diversity

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Pre-College Engineering Education Division

a secondoffering is planned for 2017 albeit with a more accessible project.References1. Goldman, S., & Carroll, M., & Zielezinski, M. B., & Loh, A., & Ng, E. S., & Bachas- Daunert, S. (2014, June), Dive In! An Integrated Design Thinking/STEM Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana.2. Biggers, M., & Haefner, L. A., & Bell, J. (2016, June), Engineering First: How Engineering Design Thinking Affects Science Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.3. Menold, J., & Jablokow, K. W., & Kisenwether, E. C., & Zappe, S. E. (2015, June), Exploring the Impact of Cognitive Preferences on

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

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Pre-College Engineering Education Division

technical and scientific knowledge. Specific attention tothese complementary and supporting aspects of the research program is what assures that allmembers succeed within an advanced laboratory environment and are provided with theadditional tools and information necessary for college and career success.Keywords: STEM, Informal Science, High School Research, Self-EfficacyIntroduction Student persistence in college, especially in STEM fields is attributed to a number offactors including but not limited to academic readiness, their level of engagement in theinstitutional culture, self-efficacy, financial preparedness in addition to other supporting factors.(1) Many universities have moved to integrate a number of initiatives to support the

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

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Pre-College Engineering Education Division

Dr. Manuel Figueroa is an Assistant Professor in the Department of Technological Studies at The College of New Jersey. His research involves the development of nanoparticle coatings for various applications, including surface enhanced Raman scattering and anti-fouling surfaces. He is also committed to develop- ing nanotechnology based lessons that integrate the STEM disciplines. c American Society for Engineering Education, 2016 Identification of misconceptions related to size and scale through a nanotechnology based K-12 activityAbstractNanoscale science activities are filtering into K-12 classrooms in part due to moderntechnological advances in the areas of healthcare

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

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Diversity

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Pre-College Engineering Education Division

have never experienced doing research or engineering design.4 Addressing these significant factors in the learning of STEM and especially in coming toknow, experience, and integrate engineering practices as part of the STEM learning continuum isbecoming an imperative that pre-collegiate education must address. However, challenges existwhen a shift in paradigmatic approach to learning and instruction is introduced to a well-established educational system.Shifting approaches to STEM educationThe recent release of the Next Generation Science Standards (NGSS) marks a significant shift inthe core concepts and approaches guiding science, technology, engineering, and mathematicseducation content in the coming years.5 Most notable is the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

master high-orderconcepts (Jones, Minogue, Oppewal, Cook, & Broadwell, 2006).Professional Development Curriculum Math and science teachers from the public state school for the blind who participated in the120 hours of professional development activities received 15 weeks of an asynchronous onlinecourse in science, math, and engineering content and education for students with VI. The initialhalf of the course was based on the textbook “What is Life?” Phelen, 2015) and the teacherscompleted modules for each chapter on the textbook LaunchPad program. The second half ofthe course consisted of readings and reflections on teaching STEM content to students withvisual impairments, a review of inquiry-based teaching methods, infusing dramatic

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

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, Erebus Labs

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Pre-College Engineering Education Division

Paper ID #17085Arduinos and Games: K-12 Teachers Explore Computer Science (Evalua-tion)Dr. Andrea Carneal Burrows, University of Wyoming Dr. Andrea C. Burrows received a Curriculum and Instruction: Science Specialization research Ed.D. from the University of Cincinnati, M.S. in Science Education from Florida State University, and a B.S. in Science Education/Biology from the University of Central Florida. She is an assistant professor in the Department of Secondary Education at the University of Wyoming, where she teaches courses in science methods, pedagogy, and research. Dr. Burrows also creates, implements, and evaluates

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

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Pre-College Engineering Education Division

criticized fornot focusing enough on creativity and even sometimes eroding it. Patterns of diminishing interestin engineering throughout secondary education suggest that further work needs to be done tounderstand the impact design activities might have on student attitudes. This is important even asyoung as middle school when students are forming self-perceptual beliefs and career interest.Purpose/Hypothesis: The purpose of this correlational study was to examine middle schoolstudent design thinking and creative thinking changes following engagement in an engineeringdesign curriculum. Student self-efficacy, “beliefs in one’s capabilities to organize and executethe courses of action required to produce given attainments” is a necessary prerequisite

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

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

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Pre-College Engineering Education Division

mentors grad- uate and undergraduate engineering Fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program’s TEAMS initiative, is on the development team for the TeachEngineer- ing digital library, and is faculty advisor for CU-Boulder’s Society of Women Engineers (SWE). Her primary research interests include the impacts of project-based service-learning on student identity, path- ways and retention to and through K-12 and undergraduate engineering, teacher education and curriculum development.Maia Lisa Vadeen, University of Colorado - Boulder Maia Vadeen is a Discovery Learning Apprentice at the University of Colorado Boulder’s College of Engi- neering and Applied Science. She

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, Museum of Science; Christine M. Cunningham, Museum of Science

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Diversity

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Pre-College Engineering Education Division

College Engineering (WECE) study. Cathy received her S.B. in cognitive science from the Massachusetts Institute of Technology and her Ph.D. in educational psychology from Stanford University.Dr. Christine M. Cunningham, Museum of Science Dr. Christine Cunningham is an educational researcher who works to make engineering and science more relevant, accessible, and understandable, especially for underserved and underrepresented populations. A vice president at the Museum of Science, Boston since 2003, she founded and directs Engineering is ElementaryTM , a groundbreaking project that integrates engineering concepts into elementary curriculum and teacher professional development. As of September 2016, EiE has served 12.6

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

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

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Diversity

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Pre-College Engineering Education Division

camp named GEMS (Girls in Engineering, Mathematics, and Science)for selected high school girls in San Antonio. Therefore, it seemed natural to conduct a similarcamp for middle school girls with an emphasis in Engineering and which included more activelearning activities in Robotics. Additionally, miniGEMS integrated easily into the mission ofUIW which emphasized access to education for all in our community. In April 2015, we appliedfor an ‘Engineering Summer Program 2015’ grant offered by the Texas Higher EducationCoordinating Board. We received about $14,000 to run the one-week engineering summer campfor middle school girls. With the help of the three of the middle school teachers that we metduring the Super Saturday event, we advertised the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

imposes pedagogical challenges.The TPACK framework is derived from the interactions between three knowledge domains:technology-, pedagogy-, and content-knowledge. In the context of TPACK, technologyencompasses technological products and the knowledge, skills, tools, and processes needed todesign, build, and operate these products.2,3 Pedagogy refers to principles and techniques ofconducting and assessing effective teaching and learning. Finally, content refers to fundamentalconcepts, theoretical foundations, and knowledge connections and arrangements useful inclassroom environment.4 An intentional application of the TPACK framework can facilitateeffective pedagogy through technology integration by making use of the interactions among thethree

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Ali Osman Pektas, www.statprofs.com; Mustafa Akca; Daniel'le April DeVoss, Northern Arizona University

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Diversity

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Pre-College Engineering Education Division

the contrary, Charette (2013) suggested that there are more STEM workers than suitable jobsand many STEM graduates work for non-STEM related jobs. Whether one thinks there is a STEMshortage or surplus, an important factor that hinders any STEM graduate from securing a STEMjob is their inadequate level of academic preparation for college. This preparation begins in gradesK-12.STEM integration in K-12 has been on the rise since the idea was introduced almost a decade ago(Nathan & Pearson, 2014). Zuger (2015) noted the most commonly reported challenges that theK-12 schools are facing to implement STEM programs are funding (48.4%), inadequate K-8education (46.5%), insufficient teacher PD (46.4%), unclear best practices for STEM education(35.3

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

parents’views regarding the impact of PLTW on their children’s abilities34 or teachers’ perceptions ofbarriers to student learning of science or math.22 Literature pertaining to pathways generallyfocused on factors that influenced students to pursue STEM degrees or persist in college,19,23,25,44although one of these articles focused on what motivated teachers to pursue technologyeducation degrees.45 The final three articles pertaining to PLTW Implementation varied widely:one was a curriculum analysis of PLTW and the alignment of PLTW curricula with national andMinnesota state standards,28 a second was on lessons learned from effective PLTW partnershipteams,37 and a third was on the extent of PLTW service-learning integration.46Table 5 presents an

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

Pamela S. Lottero-Perdue Ph.D., Towson University; Elizabeth A. Parry, North Carolina State University

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Pre-College Engineering Education Division

Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Certificate Program at TU. She currently serves as the Chair of the Pre-College Engineering Education Division of ASEE, and is a member of the ASEE Board of Directors Committee on P12 Engineering Education.Ms. Elizabeth A. Parry, North Carolina State University Elizabeth (Liz) Parry Elizabeth Parry is an engineer and consultant in K-12 Integrated STEM through Engineering Curriculum, Coaching and Professional Development and a Coordinator and Instructor of Introduction to Engineering at the College of Engineering at North Carolina State University. For the past sixteen years, she has worked extensively with students from kindergarten to graduate school

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Marissa H. Forbes, University of Colorado, Boulder; Denise W. Carlson, University of Colorado, Boulder

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Pre-College Engineering Education Division

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

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

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Diversity

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Pre-College Engineering Education Division

. For example, Rowland28 found that uncertainty canprolong engagement and motivation and Doyle4 found that teachers are able to cushion the riskof uncertainty and encourage students to try more challenging open ended-tasks by providingopportunities for feedback or offering bonus points. Beyond a few studies, there is little researchon how exactly teachers leverage uncertainty within an academic task as a pedagogical tool.This study aims to address the lack of research by specifically examining the uncertainties thatmanifest as a teacher integrates an engineering design task.MethodsContext. This exploratory case study was done in the context of a grant-funded program towardthe development of a middle school engineering curriculum and the

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

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

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Pre-College Engineering Education Division

Institute of Technology), Trichy, India. Before starting graduate school, he worked in the au- tomotive industry, specializing in interior trim design, and then in the heavy engineering industry, spe- cializing in structural analysis and knowledge-based engineering. His research interests include design pedagogy, information visualization, and specifically the integration of computer support tools to aid and understand design learning in the classroom.Dr. Nielsen L. Pereira, Purdue University Nielsen Pereira is an Assistant Professor of Gifted, Creative, and Talented Studies at Purdue University. His research interests include the design and assessment of learning in varied gifted and talented education contexts

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

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Pre-College Engineering Education Division

, Arizona during June, 2016.IntroductionWith graduates well-placed throughout the aerospace industry, and with a nearly a century-longtrack record in the field of aviation. Embry-Riddle Aeronautical University continues to lead theway in aviation, aerospace, and engineering. On the Prescott campus, the College ofEngineering specializes in excellence in undergraduate education and strives to provide studentswith opportunities for hands-on learning and intensive interaction with the faculty, both insideand outside of the classroom.Due to the hands-on nature of the engineering curriculum, the College has many well-equippedlaboratories that are available to undergraduate students during the regular school year. Duringthe summer, however, reduced demand

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

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Pre-College Engineering Education Division

engineering education, is at the forefront of education policy (Obama, 2016) andthe media, but how the US builds a pipeline of teachers to teach the subject to our students is upfor debate (Cannady, Greenwald, & Harris, 2014). The traditional pipeline of K12 STEMteachers relies on collegiate level STEM majors (and minors) who pursue teaching certification.In order to provide an adequate pipeline of teachers capable of teaching CS concepts, the currentK12 teachers in the pipeline should have CS professional development (PD) opportunities. ThePDs should address the challenge facing today's teachers in how to incorporate CS concepts intoexisting curriculum in order to 1) enhance existing instruction, 2) provide relevant examples andcontextual

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Beau Vezino, University of Arizona

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Pre-College Engineering Education Division

transform their instruction to amore integrated, project-based, hands-on, and student-centered approach4. Therefore,engineering has the potential to provide an entry point for teaching science in new ways. Thisrenewed emphasis on the application of science through engineering, as well as the newapproach to teaching science will require science educators to adjust their thinking.Along with new possibilities offered by engineering, it important to remember that it adds thechallenge of understanding a new, and often-unfamiliar, content area. Research has shown thatmany K-12 teachers are resistant and feel unprepared to teach engineering due to a self-describedlack of understanding and confidence.10,11 Wendell et al.12 and Lee and Strobel11 also found

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon G. Morton, Drexel University; Jeff Gregorio, Drexel University; David S. Rosen, Drexel University ; Richard Vallett, Drexel University; Youngmoo Kim, Drexel University, ExCITe Center

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Pre-College Engineering Education Division

approaches to using musictechnology to motivate interest in STEM fields, particularly engineering.SMT is a week-long, non-residential program where students are guided through severalactivities throughout the week, all centered around audio and music technology [4-7].Additionally, SMT seeks to maximize student interaction with the material they are exploring.Therefore, lecturing is minimized (most activities are limited to a 5 minute brief introduction to atopic before the students begin hands-on activity). Every student is loaned an iPad for use duringthe week, and most modules integrate our custom-developed app, AudioWorks (which we alsomake available for free via the App Store). This app, explained in detail in the next section, actsas a tool to

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

James F. Nowak Jr., Rensselaer Polytechnic Institute; Tyler Parker Graf, Rensselaer Polytechnic Institute; Lucas M. Dvorozniak, Rensselaer Polytechnic Institute; Tyler Sterling Brown, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

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Pre-College Engineering Education Division

System Integration: Electronic ControlsOne key aspect of additive manufacturing is to match the dispensing of the material with themovement of the stages. This required that the activation of the cake icing dispenser beautomated to allow for proper filling of the cavity. To accomplish this, the circuit shown in Fig. 6was designed and implemented. First, a multiplexer and transistor (TIP120 NPN in Fig. 6) wasused to extract an additional output from the LegoTM NXT controller to allow for the X, Y, and Zaxes as well as the cake icing dispenser to be synchronized. The circuit utilized the pulse widthmodulation PWM) of the LegoTM NXT controller to turn on an external voltage source thatpowered the cake icing dispenser. (Thetoggle switch (DPDT Switch

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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Pre-College Engineering Education Division

Paper ID #17443Using Engineering Design Teaching Portfolios to Gauge Design Teacher Per-formance and Infer Design Pedagogical Content KnowledgeDr. David Crismond, City College of the City University of New York David P. Crismond is an Associate Professor in the School of Education at City College, City University of New York, 138th St. & Convent Ave. NAC 6/207b, New York, NY 10031; dcrismond@ccny.cuny.edu. His research interests relate to engineering design cognition and instruction, and helping teachers build their own design pedagogical content knowledge and do integrated STEM instruction using design chal- lenges

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University; Catherine E. Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

Educational Technology 37.5: 749-760, (2006).22. Harris, J., Mishra, P., and Koehler, M. “Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed.” Journal of Research on Technology in Education 41.4: 393-416, (2009).23. Mishra, P., and Koehler, M. “Technological pedagogical content knowledge: A framework for teacher knowledge.” The Teachers College Record 108.6: 1017-1054, (2006).24. Cobb, P., et al. “Design experiments in educational research.” Educational Researcher 32.1: 9-13, (2003).25. Moorhead, M., Listman, J., and Kapila, V. “A robotics-focused instructional framework for design-based research in middle school Classrooms,” Proc. ASEE Annual Conference

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

Paper ID #18172The Essence of Scientific and Engineering Thinking and Tools to Promote ItProf. Osman Yasar, State University of New York, Brockport Osman Yasar is an endowed professor and director of the CMST Institute at The College at Brockport, SUNY. He established the first undergraduate degree program in computational science in the United States and developed a computational pedagogical content knowledge (CPACK) framework for teacher education. His research interests include engineering and science education, computational pedagogy, computational and scientific thinking as well as fluid dynamics, engine ignition

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

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Pre-College Engineering Education Division

   Education   and   Outreach (CEEO)   “works   in   the   areas   of   outreach,   research,   and   tool   development   to   make   engineering and   design   accessible   and   feasible   in   P­12   classrooms” [3] .   In   this   study,   funded   by   an   internal grant   from   the   CEEO’s   innovation   fund,   we   have   developed   a  game   that   integrates   and   scaffolds content   knowledge   of   engineering   design   while   allowing   students   to   playfully   engage   in   problem solving   and   teamwork   skills.  Engineering   education   researchers   have   worked   with   P­12   teachers   to   understand   their   mental models   of   engineering   and   how   professional   development   can   help   them   identify

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Pre-College Engineering Education Division

the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach Chelsea Andrews is a Ph.D. candidate at Tufts University in STEM education. She received a B.S. from Texas A&M University in ocean engineering and an S.M. from MIT in civil and environmental engi- neering. Her current research includes investigating children’s engagement in engineering design through in-depth case study analysis. c American Society for Engineering Education, 2017 Elementary student engagement with digital engineering notebook cards

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

research and gender and culture in science education. Her research interests include girls’ participation in science and engineering; teacher’s engagement in action research; and science teachers’ integration of the engineering design process to improve science learning.James D. Lehman, Purdue University Dr. James D. Lehman is a Professor of Learning Design and Technology in the Department of Curriculum and Instruction and the Director of the Discovery Learning Research Center at Purdue University. He is member of the leadership teams of two current NSF-funded projects, Science Learning through Engineer- ing Design (SLED) and Professional Development for Computer Science (PD4CS). He holds a B.S. and M.S. in biology and