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

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Diversity

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Pre-College Engineering Education Division

. National Findings on Science Education from Speak Up 2007 Author Kim Farris-Berg.19. Steif, P.S. and Dollar, A. (2012). Relating usage of web-based learning materials to learning progress. In: Annual Conference of the American Society for Engineering Education, San Antonio, TX.20. Tai, R. H., Liu, C. Q., Maltese, A. V., Fan, X. (2006). Planning early for careers in science. Science, 312(26).21. Talbert, R. (2012). Learning MATLAB in the inverted classroom. In: Annual Conference of the American Society for Engineering Education, San Antonio, TX.22. Thomas, J. S. and Philpot, T. A. (2012). An inverted teaching model for a mechanics of materials course. In: Annual Conference of the American Society of Engineering Education, San Antonio

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

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Pre-College Engineering Education Division

Actions Objects Actions Structures Bridges Build Roads Cities Buildings Plan Infrastructure People, Design Civilians Community, Civilization Don’t know: 11 (20%) Don’t know: 3 (11.5%)Although a larger proportion of 2014 students reported not knowing what electrical andcomputer engineering is, the language used by the 2014 students displayed a more sophisticatedunderstanding of electrical and computer engineering. Both years of students used action-oriented words such as “work with” and “build”, but the 2014 students also used words such as“design” and

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

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Pre-College Engineering Education Division

aclassroom: “weekly” (20%), “monthly” (15%), “5-10 times a year” (11%), “2-4 times a year”(10%), “once a year” (6%), and “never” (38%). The authors were surprised by how manyrespondents browsing the collection (and volunteering for a survey) reported that they had“never” taught curriculum from the collection in a classroom, which prompts the question: whatwere they doing on TeachEngineering? Many of them also reported that it was their first time onthe site, making it reasonable to guess that some hadn’t yet had the opportunity to teach thecurriculum in a classroom, but they might have had plans to do so in the future. Of those whohad taught curriculum from the site in a classroom, 94% anticipated that they would continuedoing so in the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division

people learn and use engineering, and cur- rently co-directs the National Center for Cognition and Mathematics Instruction. He is a faculty member for the Latin American School for Education, Cognitive and Neural Sciences. As part of his service to the nation, Dr. Nathan served on the National Academy of Engineering/National Research Council Commit- tee on Integrated STEM Education, and is currently a planning committee member for the Space Studies Board of the National Academy of Sciences/National Research Council workshop Sharing the Adventure with the Student: Exploring the Intersections of NASA Space Science and Education. At the University of Wisconsin, Dr. Nathan holds affiliate appointments in the Department of

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

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Pre-College Engineering Education Division

supposed hesitation of particular answers to provide a fullerunderstanding of the physical world as the students confirmed or rejected their own priorassumptions.Following the lesson, a post assessment was conducted wherein students were given a survey toindicate other types of experiments they might want to conduct using a MUAV. While some ofthe ideas conveyed in the survey are not deemed feasible, others provide an insight into howfuture teachers might design a MUAV lesson plan differently to better capture the interests of thestudents.2. MotivationThe AR Drone lab was integrated into a quantitative research class for 9th grade students. Belowwe discuss how the AR Drone lab design supports the goals of quantitative research in educationand how

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

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Pre-College Engineering Education Division

and post-surveys provided the researchteam with valuable information regarding the structure of the camp, including the following.What do you think it means to be an engineer? This question was asked at the beginning and endof the camp, and by comparing student answers, we are able to determine if we were effective inmeeting goals #1 and #5. What did you learn at this camp? Students provided thoughtful answersto this question, that have allowed the research team the opportunity to discover what learningobjectives they would like to include in the curriculum next year. While explicit learningobjectives were noted on the lesson plans concerning laser cutting and circuitry, answers to thisquestion, such as “how the CNC machine works” and the

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

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Diversity

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Pre-College Engineering Education Division

done to ensure that the childrenparticipating in the program were provided with a high quality experience as the lead facilitatorwas chosen because of her demonstrated ability to work well with children. As such, should theactivity not work out as planned, she could improvise so that the children still gained somethingfrom the experience and had fun during their after school session.After the initial soft pilot at the Kroc Center, the activities were then open for facilitation (betapilot) at other schools. One of the faculty members involved in the project offered students inher junior level mechanical engineering course extra credit if they facilitated an activity at anarea school. Approximately 50% of the students enrolled in the course took

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

applications of content in authentic practice.2. Students worked in cross-functional design teams made up of students from each of the three content classrooms.3. The intervention extended past the traditional several week-long unit to steep students in design thinking, decision making, design of experiments, testing, data collection and analysis, optimization, and communication of final design solutions with a team engineering and math/science research posters presented publically.Teacher teams consisting of math, science, and engineering and technology teachers from fourhigh schools gathered during the summer prior to the intervention to co-plan and blueprint thesubject matter content each teacher was planning to cover during the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

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Pre-College Engineering Education Division

students: Teachers 1. How confident are science and technology teachers in teaching an integrated STEM lessons and design activities? a. Does their confidence increase with TRAILS professional development? 2. What challenges do science and technology teacher identify when planning integrated STEM activities in rural school settings? Students 3. To what degree do students demonstrate learning of STEM content knowledge embedded within TRAILS lessons? 4. To what degree do students use 21st century skills when engaged in TRAILS lessons? 5. Does students’ confidence in learning STEM subjects increase after engaging in TRAILS lessons? 6. Does students’ interest in STEM careers change

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

   the   role that   constraints   played   in   their   creation.   They   said   “we   didn’t   have   the   materials   or   the   time   to   do that   so   .  .  .  we   could   only   make   the   upper   floor.”   They   also   included   this   on   the   list   of   prioritized features   for   their   design   on   a  planning   sheet   (Figure   2c).   Our   research   methodology   was   not rigorous   enough   to   speculate   if   the   game   directly   influenced   the   engineering   thinking   observed, but   it   was   clear   that   the   game   allowed   for   detailed   discussions   of   engineering   concepts,   and   that all   groups   touched   upon   these   in   their   presentations.  V.   Conclusions   and   Future

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

distinguishbetween the hydrophilic and hydrophobic slides by observing the shape of the water droplet. Thehydrophilic surface is wettable so the water drop spreads out over the microscope slide while thehydrophobic surface is non-wettable so the water drop beads into a spherical droplet.Some of the observed behavior was in line with science and engineering practices as outlined inthe NGSS [8]. The most prominent practice observed in groups was planning and carrying outinvestigations during the portion of the activity when students were conducting experiments todistinguish between the hydrophobic and superhydrophobic surface coatings. Students wereobserved adding multiple drops in one location to see if a larger water drop would flatten out.They also

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Melissa Danforth, California State University - Bakersfield; Charles Lam, California State University - Bakersfield; Hani Mehrpouyan P.E., California State University - Bakersfield; Ronald Hughes

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Diversity

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Pre-College Engineering Education Division

the summer activities were already highly interested in attendingcollege at the start of the activity. However, after comparing the responses on the pre- and post-surveys, the interest in attending CSUB increased as a result of participating in the activity. Inthe pre-survey, most students indicated that CSUB was only a backup plan, or that they wouldtake lower division courses and then transfer to another university. In the post-survey, somestudents had similar responses, but others had responses such as “[a] college education is acollege education, no matter where it is”, “[t]here are good programs here and it's local”, and“[t]his college has a good Engineering program.” These responses indicate that the outreachprogram increased awareness

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle L. Pantoya, Texas Tech University; Zenaida Aguirre-Munoz, Texas Tech University

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Diversity

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Pre-College Engineering Education Division

population. One school was comprised of 60%Hispanic and 15% ELL. Two of the schools with high Hispanic populations are identified asunder-performing by the state accountability system. One is a high performing school withdistinguished status in reading and mathematics. One consistently performs at just above districtand state averages.Procedures Training & Lesson Planning. Teachers participated in a one-day training session thattargeted specific features of the engineering-centered activities including: (a) a read-aloud of anengineering story book (Engineering Elephants) as the hook to an inductive technology lesson,(b) the use of an Engineering is Elementary (EiE) unit on agricultural engineering, and (c)modeling and guidance of

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

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Pre-College Engineering Education Division

Organization 13 Event planning/project management Table 2: The items above represent the competency-based, sub-questions listed on the SEEK Mentor post-program survey for questions number 30 and 32 focused on the performance of the site director and assistant site director.For likert style questions representing number 30, each mentor had the option of selectingExceptional, Very Good, Satisfactory, Marginal, Poor or Did not observe for each competencyarea. This same question was asked for number 32 but it was for the assistant site director:Please rate your assistant site director in the following competency areas. The next phase of thedata analysis consisted of comparing the responses from questions

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

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Pre-College Engineering Education Division

research in K-12 engineering is beingconducted more frequently, it is important to examine the methodologies used, distinguish theproper coding schemes, and develop ways in which the findings of these studies guide educatorsin the planning of instruction and designing of curricula. Consequently, the article focuses on theinflux of K-12 design cognition research related to engineering design. The outcome of thispaper is to ground K-12 engineering design cognition research, by making connections withgoals of K-12 education. Introduction Implementation of design-based learning (DBL) pedagogical approaches has been wide-spread across science, technology, engineering, and mathematics (STEM) education

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

understand how technologywork and increased interest in engineering, while indicating that the activities had less of animpact on future course-taking plans or ability to be successful at school. These are consistentwith the overall goals of our effort, which was focused more on developing specific coding andelectronics skills and less specifically on developing interest in STEM careers or improving theparticipants’ performance in school. Table 2: Overall impact associated with participation in the outreach activity. Not at Slightly Moderately A Great Mean All Deal

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

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Pre-College Engineering Education Division

science and engineering wereintegrated, how the teachers felt about the integration, what they tried that failed and/orsucceeded, and what they planned to change in the future. These interviews occurredbefore the teaching of the first unit (whether it was science or engineering) and againafter the completion of both units. Second, classroom lessons were videorecordedusing an iPad provided by the research project. Teachers focused on videorecordingtheir engineering lessons and science lessons. Third, we leveraged existing Professional Learning Community [PLC] meetings toincorporate focus group interviews with participating teachers. During these meetingsteachers discussed difficulties and successes, problems gathering materials for lessons

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

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy A. Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Pre-College Engineering Education Division

and Research Scientist II at Georgia Tech’s Center for Educa- tion Integrating Science, Mathematics, and Computing (CEISMC). Dr. Alemdar has experience evaluat- ing programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, K-12 STEM programs after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evaluation plan de- signed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Department of Education Policy at Georgia State University (GSU

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

Daniel Gordon Mendiola Bates, Brigham Young University; Geoff Wright, Brigham Young University; Steven L. Shumway, Brigham Young University

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Pre-College Engineering Education Division

or research on the actualimpact the SeaPerch program has on student interest in, and perception of, sTEm.UUR The Utah Underwater Robotics (UUR) program recently finished its third consecutiveyear of operation. UUR was instigated because MIT graduate, Tadd Truscott, then working as amechanical engineering professor at Brigham Young University (BYU), decided to involve theBYU community in an effort to excite young students about STEM topics 9. Due to Dr.Truscott’s experience with the Office of Naval Research (ONR), the UUR curriculum followsthe structure of the SeaPerch program. Initially the program did not have a research agenda,however, as planning stages progressed it was decided to include a survey instrument. For the first

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

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Diversity

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Pre-College Engineering Education Division

pathwayincludes the most explicit inclusion of engineering and technology courses whereas the Science,Mathematics, and Computer Science pathways do not specifically require engineering coursesfor their completion and (2) CTE courses are designed to address students who are moreinterested in entering the workforce after their high school degree, so CTE provides a lower entrypoint into STEM careers than a college-bound track.A. Roles of Career and Technical EducationIn the past, vocational education was known for job-training courses for students, who planned todirectly enter the workforce after high school2,3. However, along with the revision of the termfrom “vocational education” to “career and technical education” (CTE) by Carl D. PerkinsCareer and

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

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Pre-College Engineering Education Division

engineering and 33% of females that participated in FRC enter engineering8. FIRST®research has also shown that engagement in school increases for participants with 84% of FTCparticipants and 90% of FRC participants indicating they plan to take more challenging math orscience courses in high school9. FIRST® also assists participants in attaining 21st Century work-life skills by improving their problem solving (98%), increased conflict resolution skills (93%)and strengthening communication skills (76%). Finally, research shows that FIRST® has animpact on STEM and engineering professions with 89.6% of alumni entering STEM careerfields9.FIRST® has been meeting or exceeding its objectives and is positively impacting STEMeducation in Arizona. From 2007 to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

college and girls areless likely to believe that they are expected to prioritize STEM classes. Roots of these gender-specific under-expectations on the part of students’ families and potential solutions have been 28explored in STEM education research, elsewhere. While results were not corrected for multipletesting, they are useful for identifying further research questions. We plan to gather additionaldata in subsequent years, including teacher questionnaire responses, to further investigate theeffects of our challenge-based engineering programs and specific factors within our programs onstudent STEM attitudes. AcknowledgementsThis work is funded in part by the New York City Department of

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brian Hartman, Walla Walla University; Randy L. Bell, Oregon State University

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Diversity

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Pre-College Engineering Education Division

that some of these themes would have increased in stability if another survey round had been completed as part of the planned survey protocol, a total of eight items in the final list is a reasonable length.NATURE OF ENGINEERING FOR K-12 EDUCATION 15 Group Differences In order to understand differences between group ratings, the results of the finallist of themes were analyzed by type of participant category (K-12 engineering teacher,K-12 science teacher, university engineering education professor, and university scienceeducation professor). Because the participants were purposively sampled from experts inthe field and were not intended to be a representative sample of their subgroup

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

RubricsAt the end of the week, students were asked to give a short, five minute presentation on theirweek-long project along with a functioning prototype of their project idea. These presentationswere evaluated with a rubric by several people with expertise in the education field. Table 3shows the mean scores (graded on a 4 point Likert scale) from those experts on the rubriccategories. The categories are defined as follows: Design - Does the student show evidence of planning the project thoughtfully? Knowledge - Does the student demonstrate the understanding of ideas? Application - Does the student use a variety of skills to apply knowledge to the project? Presentation - Does the student effectively communicate the central ideas of the

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

engineering affects or shifts the way educatorsthink about science and the ways it should be taught in K-12 schools.While there has been much progress in K-12 science education over the past decade, researchcontinues to show that many science teachers do not hold adequate views of Nature of Science(NOS) and struggle to teach in more inquiry or project-based ways.5,6,7 Specifically, Anderson5found that many teachers have limited experience with scientific inquiry and hold naıveconceptions of the process by which scientific knowledge is generated. This lack of knowledgeand experience likely puts limitations on teachers’ abilities to plan and implement moreprogressive lessons that will help their students develop an image of science that goes beyond

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

start their first NovelEngineering project. Therefore, we have developed a professional development model to supportteachers in creating and leading activities that give students the opportunity to engage in thedisciplinary practices of engineering. There are three components to our model. First, teachersparticipate in several design challenges, including a Novel Engineering activity, to gain personalexperience with engineering. They spend time reflecting on their experiences after each designchallenge. Second, teachers watch and discuss videos of students’ activities in prior NovelEngineering projects to see what engineering can look like in classrooms and to help them noticedisciplinary aspects of students’ thinking. Lastly, teachers plan

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

Tagged Divisions

Pre-College Engineering Education Division

software, additional training needs to be incorporated into the initial LEGO EV3portion of the PD. To further improve teachers’ skills with integrating robots into lesson plans,week three would give the teachers an opportunity to create their own robotic units.Week 3In the third week, the teachers developed unit topics, activities, and assessment materials usingwhat they had learned so far. Two approaches were used to develop the encompassing lessons.The first approach involved the teachers identifying a topic that students had found difficult tolearn and creating an associated lesson incorporating the activity-bot. This content-drivenapproach required the teachers to identify the relevant abilities of the robot to convey theidentified subject

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

. FindingsAnna’s View: Designing Possibilities and Confronting Constraints 8 Conversations with Anna, whether they took place in curriculum planningsessions or in the context of reflecting on the smART project, were characterized byoverflowing ideas. She often responded to planning questions by offering new ideas, andwhen students undertook many of the art-infused engineering projects, she would proposenew, related projects or ask for advice on how she could implement similar activities inher science classroom. She was often interested in how origami, an art form with whichshe had prior experience, could be used to teach other content, such as mathematics

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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Diversity

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Pre-College Engineering Education Division

resources, guidance and strong networkprovided through the program. As such, we plan to expand ASPIRE by creating a virtualcomponent to keep students engaged in STEM (continuity component of the ECC Trilogy).Because of our commitment to maintain contact with students throughout the year, the virtualcommunity will be designed to follow up with students and offer them a forum to connect witheach other. This connection will deepen their engagement in their studies while providing anavenue to address obstacles to achievement. The virtual environment will allow students acrossSouthern California to interact with their peers, to complete online coursework and projects inengineering and computer science during the academic year. Students will also receive

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Mia Delarosa

Tagged Divisions

Pre-College Engineering Education Division

P6) things. (Day 1, P2)Although in future analysis we plan to further examine each set of talk turns in order to identifyprevalent themes for each type of communication challenge, here we limit ourselves todiscussing frequency of each code.Table 2 shows the number of codes given for each communication challenge. Looking across allperiods and both days, there was a significant difference in the number of times the peer-observers discussed each of the four types of communication challenges: X 2 (3, N = 210) =23.52, p < 0.001. However, that significance disappears when looking just at the three mostdiscussed types, X2 (2, N = 210) = 2.10, p = 0.35. Also, no significant difference was found afterclustering the four types