Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Gonzaga University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

mis-information to their progeny as parents are the predominant source ofoccupational information for young children.8, 15, 24Parents are a significant influence on the occupational interest of their children.8, 15, 24 Parentshave been identified as the key-socializing agent by introducing a child to roles within differentsituations.25-26 The way that parents socialize their children regarding occupations can haveprofound impacts on the way that the children perceive the occupation and how it can relate totheir own self-interests and abilities.8 Having interviewed engineers, Zhang and Cardella (2010)found that parents encourage their children to play with particular toys and books, participate inaround-the-house projects, and engage in

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jalil Kianfar P.E., Saint Louis University; Adaline M. Buerck, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

literature shows several activities that have been developed by educators tointroduce middle and high school students to the transportation engineering profession. Lukenand Mumbower (2010) proposed three such activities. The first investigated the tradeoff betweenvarious modes of transportation. The second aimed at informing students about design objectivesin transportation projects. The third focused on users of transportation systems and the role ofengineers in accommodating their needs. In the third activity, students were tasked with planningthe daily activities of a household of two parents and two children. Elam et al. (2011) developeda web-based tool to introduce students to transportation history, road signs and pavementmarkings, traffic

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arthur D. Kney, Lafayette College; Rebecca Arielle Citrin, Lafayette College; Pamela L.B. Clark, PLB Clark Consulting LLC

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

College Rebecca Citrin is a presently employed as a Site/Civil Staff Engineer for Langan Engineering and Envi- ronmental Service. Rebecca graduated from Lafayette College in 2014 with a Bachelor’s of Science in Civil Engineering and a minor in Environmental Science. She previously worked with Lafayette College and North Carolina State University faculty members on an NSF funded education project. Rebecca has conducted research on various informal K – 12 engineering education projects and has worked on devel- oping assessment methods for these projects. Rebecca has also organized various student events such as the Lafayette College Engineering Brain Bowl and the Lafayette College STEM Camp, to both promote

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

University Colin received his B.S. in Physics in 2010 and M.S. in Science and Technology Studies in 2011, both from Rensselaer Polytechnic Institute. After that, he taught high school Physics in Newark NJ. He is currently a Ph.D student at NYU in Science Education, working on multiple projects which focus on urban science education. Colin’s interested in studying urban science education around issues of equity, learning in and out of school, teacher preparation and students from multiple lenses.Dr. Jennifer B. Listman, New York University Dr. Jennifer Listman is the Assistant Director, Program Development and Evaluation, Center for K12 STEM Education, New York University Polytechnic School of Engineering. As the Center’s

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

various instruments available to measure teacher instructional practices, the researchteam decided to use both self-report and classroom observation instruments. In an effort to measurechanges in teacher practice, the team ultimately chose to use three instruments: RTOP, SEC, and anonline journaling activity designed by the project team. The RTOP was designed to quantitatively measure the extent to which classroom instructional practicesalign with reform principles. Reformed teaching shifts from traditional teacher-centered teachingpractices to constructivist student-centered practices. The RTOP includes twenty-five items distributedacross three scales: Lesson Design and Implementation (five items), Content (ten items across twosubcategories

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

knowledge tended to be more/less confident about theirabilities. The post-test relation suggests an association between knowledge gain and post-testconfidence. In support of this association, a significant correlation was found between overallknowledge gain and overall post-test confidence (r = 0.40, t(25) = 2.2, p = .020). Those studentswith high/low knowledge gain tended to have higher/lower confidence after the program.Research Question 3: Was there a relation between active learning and gains in studentknowledge?Active learning was one of the response categories that emerged from the open-ended questionabout the best part of the pre-engineering program. Particular responses classified as activelearning included individual and group projects

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackie L. Foos, University of Oklahoma; Randa L. Shehab, University of Oklahoma; John K. Antonio, University of Oklahoma

Tagged Divisions

Pre-College Engineering Education Division

engineering student populations.Dr. John K. Antonio, University of Oklahoma Dr. John Antonio is Associate Dean for Academic Affairs and holds the Howard & Suzanne Kauffmann Chair in the Gallogly College of Engineering at the University of Oklahoma (OU). Dr. Antonio received his PhD in electrical engineering from Texas A&M University in 1989. He was a faculty member at Purdue University and Texas Tech before joining OU as professor and director of computer science in 1999. He has been an investigator for a number of funded research projects. As Associate Dean, Dr. Antonio represents the Dean’s office on matters related to academic programs and services, including outreach, recruiting, scholarships, advising

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

often overrepresented inthese communities. This study addresses the intersection between the projected growth ofunderrepresented minorities in the United States, the disproportionate representation ofminorities in lower SES communities, the role of SES on academic achievement and the need toprepare Americans for future engineering challenges. The purpose of this study is to examine theschool and personal factors that are significant to elementary students’ understanding prior toclassroom experiences with engineering. The following research questions guided thisinvestigation: ● When factoring in SES, how does that change our understanding of the ways we teach engineering to elementary students? ○ What is the impact of SES on

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering curriculum materials. Ourhypothesis is that there is a trade-off between teaching science and engineeringcurriculum materials with fidelity and modifying them to be integrated as STEMcurricula. This project explored the ways in which elementary classroom teachersintegrated science and engineering in their classrooms while piloting new curriculumunits. This paper will present findings associated the implementation aspects of a largerstudy that examined how elementary teachers incorporated engineering into theirscience classes, and how they integrated engineering into their science lessons.Specifically, the questions that guided this study were: 1. In what ways do elementary teachers integrate engineering and science

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18921STEM in a ShoeboxDr. Deborah A. Lange, Carnegie Mellon University Dr. Lange is a civil and environmental engineer, having obtained her BS from Penn State (1979) and both her MS (1982) and PhD (2001) from Carnegie Mellon University. At Carnegie Mellon, she has been the Executive Director of both the Western Pennsylvania Brownfields Center (1996) and Steinbrenner Institute for Environmental Education and Research (2004.) Prior to joining the University, she was a consulting engineer responsible for the management of projects across the US as well as in South America, Europe and the Middle East. Currently

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #17782Scientists for Tomorrow - A Self-Sustained Initiative to Promote STEM inOut-of-School Time Frameworks in Under-served Community-Based Orga-nizations: Evaluation and Lessons LearnedMr. Marcelo Caplan, Columbia College Chicago Marcelo Caplan - Associate Professor, Department of Science and Mathematics, Columbia College Chicago. In addition to my teaching responsibilities, I am involved in the outreach programs and activities of the department. I am the coordinator of three outreach programs 1) the NSF-ISE project ”Scientists for To- morrow” which goal is to promote Science Technology Engineering and Mathematics (STEM

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

Tagged Divisions

Pre-College Engineering Education Division

(STEM) engagement, participation and achievement at the K-16 level. As a recognized ”STEM Expert”, Chris serves in advisory roles for National Science Foundation, National Academy of Engineering and other private and publically funded STEM projects, is a published author on various educational strategies and techniques for delivering classroom-based instruction and has served as an expert on multiple STEM panels and through other media outlets. As a former classroom teacher, Chris received peer and student-based recognition through honors such as school district-wide Teacher of the Year. Chris strives to bring his classroom experience into all efforts designed to deliver high-quality integrated STEM

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

Tagged Divisions

Pre-College Engineering Education Division

EcologyTeachers were asked to select their top three preferred topics and email these to the team. Again,differing from the process in the previous professional development days, teachers requested toreceive a brief description of what the workshop would entail. As seen in Table 6, a workshopdescription included an introduction to the topic, background information, materials, andimportant questions to consider throughout the workshop. The STAR team then provided theselected topics to the professors who then created a more inclusive description (see Table 6) tobe shared with the teachers.Table 6. Sample of Project Description for 3rd Professional Development DayMathematical Curves and GearsProfessor: Saboori – Mechanical EngineeringIntroduction: Gears are

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #18512Integrated Science and Engineering Design Assessment to Support Teachingand Learning (Fundamental)Debra Brockway, Educational Testing Service Ms. Brockway is a Senior Research Associate at Educational Testing Service (ETS) in Princeton, NJ, where she leads and contributes to projects exploring innovative approaches to assessment and integrat- ing the STEM subjects. She has M.S. degrees in educational statistics and measurement from Rutgers University and environmental science from NJIT. Prior to joining ETS, Brockway led research focused on incorporating engineering in K-12 science while Assistant Director at

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

DLR_School_Lab RWTHAachen, is further developed in the IMA/ZLW & IfU institute cluster’s training model [13]. 3. Related projects in the field of extracurricular learning venuesThere is increasing interest in extracurricular learning venues where students and scientistscan promote and deepen interests in their specific field. In the United States and Japan, forexample, there are some excellent universities concerned with robotic science e.g. theUniversity of California at Berkeley, the Robotic Society of Japan, and the University ofYork. However, in contrast to these laboratories, which are exclusively available for seniorresearchers or at least PhD students, the DLR School Labs focus on a much younger targetaudience. The project aims to awaken

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lynn A. Albers, Campbell University; Jenna P. Carpenter, Campbell University; Marie E. Hopper, FIRST North Carolina

Tagged Divisions

Pre-College Engineering Education Division

Stronghold), and many talented youth, mentors, and leaders. This paper focuseson the lessons learned from five, successful rookie teams; analzying the data for commonthemes. The teams have provided lessons learned from the perspective of the leadmentors, specialized mentors, and the students; thereby creating a comprehensive list ofhelpful hints, techniques and strategies. A reminder, the FIRST competition is more than robots. It's about people, it's about learning to work together, it's working together toward a shared goal, doing teamwork, it's about finding and using each individual's unique talent to make the project team greater than the sum of its parts. It's about applying skills that will

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Kristina Maruyama Tank, Iowa State University; Elizabeth Gajdzik, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Pre-College Engineering Education Division

justification.Beyond expected teacher- and student-driven EBR as expected from the curriculum, there wasthe possibility for additional instances of EBR throughout the classroom implementation. Therewere few examples where students organically engaged in EBR. Overall, they were comfortablemaking claims but rarely provided evidence to back up their claims.While reading the book ​I Get Wet​ in Class 1, one student excitedly connected the book’sdiscussion of wax paper to the engineering project, “I know which kind of paper we should use!Wax! It holds wet and dry!”During the introductory lesson in Class 2, one student was already forming engineering solutionswhile the class was discussing the criteria and constraints set forth by the clients, Max and Lola.“It

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

education.AcknowledgementsWe gratefully acknowledge support by a grant from the National Science Foundation under contract DRL‐12487, and encouragement from our program manager, Dr. Edith Gummer. Texas Tech University IRB number for this project is 504973.References[1] National Research Council (2008). Early Childhood Assessment: Why, What, and How? Committee on Developmental Outcomes and Assessments for Young Children, Catherine12 | P a g e    13  E. Snow and Susan B. Van Hemel, (Eds.). Board on Children, Youth and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National

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

Tagged Divisions

Pre-College Engineering Education Division

the Arduino station and Khan Academy asespecially useful. The time spent collaborating on lesson planning was always useful, and all ofthe teachers reported the lesson planning time was extremely meaningful and productive.Interestingly, each participant’s suggestion for improving the March 2015 session was unique.Those comments that pertained to what happened during the session included: 1) adding anopportunity for participants to share their projects and hear what each had “learned/playedwith/could see themselves incorporating into the classroom;” 2) offering fewer activities and“having another computer science 'expert' on hand to help with coding questions when we aretrying to make our own model/lesson;” 3) providing time to review the

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

: Visualization of Rotations) for secondary and under- graduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudinal Success Inventory) for engineering students. As a program evaluator, she evaluated the effects of teacher professional development (TPD) programs on elementary teachers’ attitudes toward engineering and students’ STEM knowledge through a NSF DRK-12 project. As an institutional data analyst, she is investigating engineering students’ diverse pathways to their suc- cess.Dr. Johannes Strobel, University of Missouri Dr. Johannes Strobel is Full Professor, School of Information Science & Learning Technologies at Uni- versity of

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

, medical students, andclinicians (orthopaedic surgeons, physical therapists, and general practitioners). Each programcan accommodate up to 40 students. Students are recruited through STEM non-profit affiliates,e.g., Project Lead The Way, Girl Scouts, and via social media and contacting large, urban schooldistricts. Students apply online through the program’s website and are selected based on thequality and composition of two essays. Academic performance, e.g., GPA, class rank, or APcoursework, is purposefully not considered in the application. Racial information is collected atthe time of application; however, it is blinding during the selection process and only analyzedafter students are notified of their acceptance to the program. Results of

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

interested 11 5 8 1 6 4 2 6 3 20 6 in engineering (21) Table 2: Students’ Personal Interests Furthermore, there is even an interest among non-engineering prospects in activities that appeal to potential engineers. Students that do not desire to become an engineer still showed care for building/making things, exploring technology, along with science and mathematics. These results offer new insights for richer inquiry as this project expands. Conclusion As engineering education continues to

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Adam Scribner Ed.D., Stevens Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Innovation in Engineering and ScienceEducation (CIESE) at Stevens Institute of Technology. Of the educators who participated in WaterBotics, 16% had backgrounds in engineering.Therefore, data was analyzed to determine if there would be a relationship between educatorbackgrounds, specifically teachers who had backgrounds in engineering, and student engineeringoutcomes in the WaterBotics program. To procure these data, CIESE faculty and staff conducted professional developmentprograms for the WaterBotics curriculum in conjunction with its grant partners, the League forInnovation in the Community Colleges (League) and the National Girls Collaborative Project(NGCP). The League selected community colleges that “turn keyed” the WaterBotics

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

; sponsoringteaching fellowships or offering service-learning courses; conducting outreach activities on thecollege campus. This paper discusses a Near-space Research Experience for high schoolstudents, which is covered by the final category in the list—an outreach activity conducted on thecollege campus. Review of the literature reveals a number of institutions that conduct outreachon their campus during the summer. However, none of these attempt the technical depth or levelof project complexity that is reported here5,6,7,8,9.It is important for outreach programs to support what is happening in science education in thestudent’s classrooms back home. As one example of a standard, the Next Generation ScienceStandards (NGSS) provides content standards for K-12

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

curriculum development, including ITEEA’s secondary education programEducation byDesign: STL # 9: Students will develop an understanding of engineering design. STL # 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. STL # 11: Students will develop the abilities to apply the design process. 13Engineering design is a process that “demands critical thinking, the application of technicalknowledge, [and] creativity” ITEEA and Technology for All Americans Project, 13.One of the stated goals of STEM education is to develop 21st Century Skills 14. To ouradvantage, design represents a powerful context for supporting the

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

excluded from URM student recruitment and retention efforts,projects, initiatives, and programs [6] [7]. There are far more Anglo teachers graduatinguniversities as public education teachers than American Indians and other underrepresentedminorities [8]. In fact, in academic year 2011-2012 of the 152,000 math teachers and 132,000science teachers in the United States, only 600 and 400 respectively were American Indian,compared to 81,500 and 84,500 respectively for their Anglo peers [8]. This disparity often leavesNative Nations in need of qualified teachers, especially in math and science. The solution hashistorically been to hire teachers from outside the Native Nation, most of who are non-AmericanIndians, to teach primary and secondary school

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

Engineering in 2009 and a B.S. degree in Physics Education in 1999. Her M.A. and Ph.D. degrees are in Science Education from Arizona State University earned in 2002 and 2008, respectively.Ms. Hoda Ehsan, Purdue University, West Lafayette (College of Engineering) Hoda is a Ph.D. student in the School of Engineering Education, Purdue. She received her B.S. in me- chanical engineering in Iran, and obtained her M.S. in Childhood Education and New York teaching certification from City College of New York (CUNY-CCNY). She is now a graduate research assistant on STEM+C project. Her research interests include designing informal setting for engineering learning, and promoting engineering thinking in differently abled students in

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

as part of the evidence and justification of their design ideas and solutions. Inthis paper, the focus is on the contexts that seem to prompt students to state instances of EBR. Inknowing this, we will have a better idea of scaffolds for EBR that can be explicitly integratedinto curricula and what situations teachers can observe for EBR. Thus, this study proposes theresearch question: What initiates the need for middle school students to use evidence-basedreasoning while they are generating a solution to an engineering design problem in a STEMintegration unit?Conceptual frameworkThe STEM integration framework21 is the conceptual framework underlying the larger project ofwhich this EBR study is part. According to this model of STEM

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College ; Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Anthony Scotti, Manhattan College

Tagged Divisions

Pre-College Engineering Education Division

Techonology (biomedical engineering) and a Ph.D. degrees from the University of Conecticut (mechanical engineering). She also received a certificate in college instruction from the University of Connecticut. Her current research involves modeling and simulation of protein molecules as nano bio robots with applications in new drug design. The other aspect of her research is engineering education.Ms. Alexandra Emma Lehnes, Manhattan College Alexandra Lehnes is a senior at Manhattan College majoring mechanical engineering and minoring in mathematics. In the past she has done biomechanical research on aortic aneurysms and worked for an energy distribution company as a project engineering intern. Currently she is the president of

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

Tagged Divisions

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