Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Kerry Dixon, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Engineeringstudents, art and art education undergraduate and graduate students and art specialists,collaborated in the planning and implementation of all art club activities. Activities. Because origami as an art form can be mechanistic (somewhat analogous tomemorization) for novices, the partners adopted a theme-based approach to the content. Thisapproach encourages conceptual connections across disciplines and is consistent with the contentstandards in all of the STEM disciplines. (By outlining a sample of weekly activities, learninggoals and methods, figure 7 provides a glimpse into how this theme-based integration strategywas enacted within the art club.) The theme-based approach was intended to support origami-related learning experiences that

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

camp.1 In designing the camp, theneeds and interests of teenage girls were identified first. Our planning team identified these topthree factors: 1) they (teenage girls) had little contact with women in engineering fields, 2) theyare flocking to professions where they feel they can make meaningful contributions to society,medicine, justice, and prosperity, and 3) they do not want to work in a cubicle, isolated fromother people. Taking into account the general needs and interests, four message themes weredeveloped as guiding principles: 1) Engineers help the world, 2) Engineers think creatively, 3)Engineers enjoy working with others, and 4) Engineers earn a good living. Finally, methods toachieve the messages were selected that included

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olivia Mambo Nche, Clemson University; Barbara Jeanne Ramirez, Clemson University; Sekou Remy, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

steps crucial to the success of this program. First, we installed all the requiredsoftware. Since the S2 can be programmed using its own graphical user interface, weinstalled this software onto the computers we planned to use. The link to this softwarewas obtained from the vendor’s website. We chose the GUI because research [10] hasshown that it is easier to use than its text-based counterpart.Our most important step was to conceive design ideas for our art catalogue. An initialbrainstorming session was used to formulate possible projects and determine theworkflow for the activities. After each activity was conceived, we figured out the stepsrequired to accomplish its goal. We also studied the tutorials in order to understand howto manipulate

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

selected engineering at 5-10 times the rate oftypical students8. Though this report concluded women were not well-represented, they expectedthe implementation of Biomedical Engineering PLTW courses would attract females at highernumbers, thereby increasing the participation of women in engineering university programs.This study also found that 80% of PLTW students planned to go to college, compared to 63% oftheir peers. Further, 90% indicated they knew what they wanted to major in because of theirPLTW experience and 80% indicated their PLTW experience would significantly assist theirsuccess in their postsecondary education8. This comprehensive report suggests further evidencePLTW increases the quantity, quality and diversity of engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Michael D. Boatright, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

looking for images rather than by looking for words. Table 4 indicates the number oftimes that groups read images versus texts, as observed during group meetings as an indicated ininterviews about participants’ individual search processes using their Internet search historiesrelated to the project. “Google Image” was used as a search engine more often than “Google”was. (We did not notice the participants using any other search engines, such as Bing or Yahoo.)The following examples illustrate the participants’ search strategies.Members of Group One attended a school that did not have any wheelchair-accessible doors, andthey had designed a basic plan for a wheelchair accessible door. To estimate costs for their door,Miguel went to Google Images and

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

settings. Students identify whatthey know and what they need to learn, plan how they will learn more, conduct research, anddeliberate over the findings together in an attempt to structure and solve a challenge or problem.This study explores students’ perspectives on the STEM-ID curriculum regarding what they havefound challenging, engaging, and academically useful, specifically related to their coremathematics and science courses. This study is guided by the following evaluation questions:1) What are students’ perceptions of the STEM-ID curriculum?2) What are students’ perceptions of key components of the curriculum such as collaboration?3) To what extent do STEM-ID students make connections between the STEM-ID curriculum and core science and

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

support for the belief that high schoolcontext is a crucial factor in determining future plans to pursue STEM.6,9 Currently, only 13% ofhigh school females express interest in STEM,16 and only 1%-4% express interest inengineering,8 but the gender gap can be reduced by 25% or more in schools which support girls’interests in STEM.9 Further, it has been shown that outreach programs targeting certain factorshave been effective for the recruitment of women to STEM.7 In literature, attempts to identify factors influencing recruitment and retention of women inSTEM have converged to several themes. The first major issue is that of actual versus perceivedability in STEM. Although mathematical abilities are now roughly equal for male and femalestudents

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

York: Basic Books.26. Quental, D., C. Reidsema, and L. Kavanagh. Fostering ownership of learning in engineering education. in 25th Annual Conference of the Australasian Association for Engineering Education: Engineering the Knowledge Economy: Collaboration, Engagement & Employability. 2014. School of Engineering & Advanced Technology, Massey University.27. Milner-Bolotin, M., The effects of topic choice in project-based instruction on undergraduate physical science students' interest, ownership, and motivation. 2001, The University of Texas at Austin.28. Downie, M. and P. Moore, Closing the Gap: Schools Forge a Bridge to Community--In California: Comprehensive Services and Realistic Planning

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

asreports from the National Research Council and the National Science Foundation), websites,scholarly articles, and popular media to understand how NGSS fits within common culturalconstructions of the purposes and goals of science and engineering education.FindingsThe Appendix D case study designed to assist teachers of “economically disadvantaged students”is presented as a vignette. This means that it is not a full transcript of the associated videofootage that the authors viewed for comparative purposes. The vignette summarizes oneteacher's lesson plans that NGSS presents as exemplary for its attention to student “culture,”“sense of place,” and “funds of knowledge.” The vignette specifically calls out several instances,which allege to embody the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #15803Robotics in K-12 Formal and Informal Learning Environments: A Review ofLiteratureMr. Nicholas Alexander Bascou, University of Pittsburgh Graduated from the University of Pittsburgh in 2016 with a B.A. in Anthropology and a B.S. in Biology and Chemistry. Research experience includes the use of robotics in K-12 education at the University of Pittsburgh’s Learning Research and Development Center and research into neural pathways involved in the onset and treatment of Schizophrenia at the Anthony Grace Lab at the University of Pittsburgh. Future plans include the pursuit of an M.D. and PhD in biological

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

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

Tagged Divisions

Pre-College Engineering Education Division

.79 – .88 9 .96Creative Thinking Self-Efficacy Pre-Test 1199 5.81 2.23 .70 – .84 12 .96 Post-Test 471 6.34 2.36 .77 – .91 12 .98In anticipation of the statistical analyses planned (correlation and t tests) these data screeningprocedures helped ensure that statistical assumptions were met and conclusions drawn might beaccurate. Ensuing hypotheses were tested using a significance level of α = 0.05 and are reportedwith effect sizes (Cohen’s d).Relationship Between Engineering Design Self-Efficacy and Creative Thinking Self-EfficacyAs previously stated, we hypothesized that design self-efficacy and creative thinking

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the high school level. With the extra instructional time, high school ENGR 102students enhance their learning through multiple authentic and carefully planned projects.Towards the end of the school year, high school ENGR 102 students prepare the solar ovenproject in much the same way as their undergraduate counterparts.The design and delivery of an introduction to engineering curriculum is important as it is the firstcontact with the field of engineering for many students. Pre-college, engineering programs havebeen shown to attract students to engineering and other STEM careers (Crisp, Amaury &Taggart, 2009; Delci, 2002; Yelamarthi & Mawasha, 2008). Our goal is for our teachers to offervaried, hands-on projects in their engineering

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

feasibility of their design ideas [73]. Others present interpreted vignettes ofclassroom activity and detail methods such as interaction analysis [74] or ethnography [75]. Forinstance, in such research conducted in an elementary school, we see how students are able toidentify and frame engineering problems in their own school that affect the students, and alsothat even young students can make predictions and plan testing of their prototypes when they aredesigning with contexts they understand in mind [76]. And in research conducted using a gamein which girls role-played as mechanical engineers, the girls developed engineering skills andknowledge, and these were particularly supported by having a client and reflecting on progress ina notebook [10

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

Tagged Divisions

Pre-College Engineering Education Division

on the process of defining and solving a problem, not on getting the “right” answer. They learn how to apply STEM knowledge, skills, and habits of mind to make the world a better place through innovation. PLTW students say that PLTW Engineering influenced their post-secondary decisions and helped shape their future. PLTW students are shown to study engineering and other STEM disciplines at a rate significantly higher than their non-PLTW peers. Even for students who do not plan to pursue engineering after high school, the PLTW Engineering program provides opportunities to develop highly transferable skills in critical thinking, collaboration, and problem solving, which are relevant for any

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

typical lessons, when designing for failure,one would plan to engage in sustained inquiry after failure is encountered (Tawfik et al., 2015).Failure in engineering educationWhen practicing engineers engage in designing small physical products (the kind of designingmost similar to many tasks given to elementary students), they create and test models of theirdesigns. Initial “models” may include mathematical models, then later digital models, andfinally, sometimes, physical models (possibly prototypes, at full scale or model scale). Practicingengineers create and test these constructions, then use the previous test results as feedback toiterate and improve their design. In this way, interpreting failure (in the broad sense of notacceptably meeting