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

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Pre-College Engineering Education Division

mainpremise of the TAP theoretical framework is that the validity of an argument depends on itslogical structure, and the process for constructing these arguments is argumentation23. The TAPmodel is a general model that can be applied to many disciplines, including philosophy, law, andmathematics, among others. Per Toulmin’s definition, a rational argument contains some, thoughnot necessarily all, of six main elements: claim, data, warrant, backing, modal qualifiers, andrebuttals (See Figure 1). More complex arguments will include more elements. For the purposesof this research, we chose to define an instance of EBR using a limited version of Toulmin’s sixelements in order to explore a greater variety of EBR. This simpler version of “instance of EBR

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Miller, Campbell University; Nina Mahmoudian, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Mo Rastgaar, Michigan Tech; Micah R. Koller, Michigan Technological University

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and High School Students in Summer Robotics Program (Fundamental Research)IntroductionRobotics provides an opportunity to engage more students in STEM. Veltman, et al. [1] andChubin, et al. [2] observe that robotics is particularly effective in attracting male student interest.Many current robotics programs are mission-based. That is, students build robots that are strongor fast to carry out a mission in competition with other robots. Several researchers have shownthat female students are often less motivated by competitive, mission based approaches [3-5]. Inour own rural area, females are less likely (1 girl:10 boys) to participate in robotics programs,which mirrors national trends [6]. Female students are more likely to be

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

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. She was selected as a National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Jill Marshall, University of Texas, Austin Jill A. Marshall is an associate professor of STEM Education. She studies how people come to understand and engineer the physical world and how teachers can facilitate that process, as well as equity issues in STEM

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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Pre-College Engineering Education Division

exposure in STEMactivities through their high school tenure [1-4]. While successful for approximately 7% ofstudents who entered 9th grade in 2001, this system has filtered out 93% of the population,including many students who might have had interest and potential to pursue STEM careers [3].Importantly, this pernicious systemic problem impacts students of color (African American,Hispanic American, American Indian and Alaska Native students) disproportionately. Forexample, in 2010 studentsof color represented 31.3%of the nation’s population[5], but earned 17.8% of theengineering and sciencedegrees [6]. Lookingforward we see that by2020, almost half of thenation’s k-12 schoolpopulation will berepresented by students of Figure 1. In 2001, more

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberlyn Gray, West Virginia University Inst. of Tech.; Stephany Coffman-Wolph, West Virginia University Inst. of Tech.

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Pre-College Engineering Education Division

seeking career advice from both faculty and undergraduatestudents.This summer program attracts many high school students from rural areas who have limited, ifany, exposure to STEM careers and strives to introduce students to STEM disciplines and careersthrough classes and guest speakers from industry. The main goals of this program are to (1)introduce students to a wide variety of STEM fields, (2) increase student’s engineering andscience knowledge, and (3) help students learn what fields they are interested in pursuing (ornot). During the summer of 2016, students were surveyed both pre- and post-camp experienceon their attitudes towards the STEM fields and their knowledge of the types of careers availableto engineers and scientists. At the end

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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Tech University. She is currently Associate Director of the STEM Center for Outreach Research and Education and serves as Assistant Director for the Center for Leadership in Education. Her research includes STEM education, the assess- ment and instruction of culturally and linguistically diverse students, bilingual/ESL teacher education; and academic literacy development. c American Society for Engineering Education, 2017 1  Inquiry, Talk, and Text: Promising Tools that Bridge STEM Learning for Young English Language Learners (Fundamental

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

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Pre-College Engineering Education Division

makedecisions regarding classroom instruction on a more individualized basis. The assessment willcomprise multiple components in different virtual environments as shown in Figure 1.  Defining the problem   Create virtual prototype   Developing possible   Test and evaluate  Introduction to  solutions (Redesign)  prototype  the problem   Selecting the most   Redesign, test, and  Online delivery  promising solution evaluate  with teacher  Virtual collaborative  Interactive

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University; Tingxuan Li, Purdue University; Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

classroom.Furthermore, while much NGSS reform has focused on pedagogy and curriculum, there has beenless resources readily available for assessments aligned to NGSS. One place teachers and schoolscan look for example assessments are in the integrated STEM curricula units commerciallyavailable. By examining current STEM assessments with two frameworks, this study aims toanswer the following research questions: (1) What aspects of engineering are being assessed incommon engineering or integrated STEM curricular units? (2) What level of cognitive demand isbeing referenced by these assessments? (3) What level of cognitive demand is assessed for eachaspect of engineering design? Using a purposeful sampling strategy, the authors reviewed nineengineering curricula

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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2015. Asanother tremendous improvement compared with 2015, 25% of the participants are AfricanAmerican students in 2016. During the academy, the participating female students learnedabout fundamental knowledge of science and engineering, were exposed to cutting-edgetechnologies, and conducted multiple mini-projects. The photo in Figure 1 was taken at theacademy with all the academy participants. Figure 1: Participants of the STEM Summer Academy for Girls held in July 2016.As last year, we embraced femininity while using hands-on activities to explore STEM. Somecontents of the 2016 STEM Summer Academy was particularly tailored for girl participants.For example, the participating girls applied biomechanics of the human foot to design

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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P Okoye, Connecticut Department of Transportation Sharon Okoye is a senior engineer with professional experience in transit asset plan management, federal- aid program development and implementation, major corridor feasibility studies and roadway intersection design. Sharon is also Director of Connecticut’s Transportation and Civil Engineering (TRAC) program, and is currently working with state universities and the Department’s Office of Equal Opportunity & Di- versity to provide a 1-week summer program to introduce underrepresented high school students to college level transportation courses, as well as transportation careers, through the FHWA’s National Transporta- tion Summer Institute grant program

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

practices and crosscutting concepts todeepen understanding of content as well as cognitive processes that permeate the fields ofboth science and engineering. These recommended practices are listed below.27 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating informationClearly, one of the principals of science and engineering education is to cultivate

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation

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

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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: 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

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national conferences and is in the works to publish academic articles. He has also served on various educational committees and is currently working on a PhD in Literacy Education and Leadership. His life-long educational goal is to get students reading and interacting with a book to gain deeper levels of understanding about the text, their world, and themselves. c American Society for Engineering Education, 2017 1 Native Spanish-Speaking Adolescents’ Information Gathering Processes While Solving Problems through Engineering (Fundamental)In order to produce viable engineering designs

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

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Pre-College Engineering Education Division

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Pre-College Engineering Education Division

classrooms (e.g. "I feel confident being able to answer most of my student'sengineering focused questions in a science class.") Participants responded on a 7-pointLikert scale for 6 questions, and a 5-point Likert scale for the remaining 3 questions.Both scales ranged from “Disagree a great deal” to “Agree a great deal”, which wascoded numerically as 1 through 7 respectively. Since the responses on the 5-point scalewere embedded in the 7-point scale, the same numerical coding was used.The second set of questions (9 questions) asked participants to rate aspects ofprofessional development that they felt would benefit their ability to teach engineeringconcepts. This included aspects like “Training on the engineering design process” and“Content

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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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

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

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, organization, and delivery of several web based Electrical Engineering courses offered at Morgan State University. Her technical expertise includes, web-based learning, online course development, information management, systems integration, and 3-D simulation and modeling. c American Society for Engineering Education, 2017 Impact of a Year-Round Out-of-School Making Program on Minority Middle School Boys (Work in Progress)IntroductionAfrican-Americans, Hispanics, and women are underrepresented in science, technology,engineering and mathematics (STEM) disciplines. As shown in Table 1, for the African-Africanpopulation, which is the focus of this paper, males are 5.6% of the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Utah State University; Kurt Henry Becker, Utah State University; Max L. Longhurst, Utah State University

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Pre-College Engineering Education Division

science teachers toparticipate in the project. Because of the intense nature of the activities by participants and thementorship required of program instructors (faculty, graduate students, and undergraduatestudent mentors), the participant pool is limited to 75 (60 students, 15 teachers), with a targetstudent to teacher ratio of 4:1.The summer program provides participants with direct, hands-on research experiences with topicareas of relevance to many minority populations, i.e., the environment, water quality, and urbanwater sustainability. These topic areas encompass several of the Grand Challenges identified byNational Academy of Engineering. Students and teachers learn about water and nutrient cycles,and urban impacts to water quality

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

digital fabrication machines and maker spaces in schools can be used to teach pre-college students engineering.Mr. David Alsdorf, Tufts University c American Society for Engineering Education, 2017 MakerGames:   A  Board   Game   to   Help   Facilitators   Maximize   the   Educational  Potential   of   Project   Based   Learning   (Works   in   Progress)  I.   Introduction Teachers   are   looking   for   new   ways   to   bring   engineering   into   their   classes   as   they   adapt   their curriculum   to   include   new   content   from   the   next   generation   science   standards [1]   and   the   less tangible   “21st   century   skills” [2] .   Tufts   University   Center   for   Engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Danielle Newley, Sonoran Schools; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada; Hasan Deniz, University of Nevada

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)minorities in STEM. Authors used the DAET to examine fifth grade minority studentsengineering perceptions after the EiE unit, Making Work Easier, was accomplished by thestudents. The following research questions guided our study: (a) To what extent are fifth grademinority students’ perceptions of engineering changed after a unit of EiE curriculum? (b) Howdoes gender influence fifth grade students’ perceptions of engineering?MethodsParticipants in this study are enrolled in a Title 1, 100% free and reduced lunch, K-12 publiccharter school in the southwestern United States. This school is the most diverse in its districtwith students representing more than 15 different countries and languages. The 26 students inthis research sample consists of 13

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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Pre-College Engineering Education Division

-college engineering education. It isdesigned to promote workforce development in science, technology, engineering, andmathematics (STEM) by intentional and purposeful engagement of grade K-12 educators in bothformal and informal learning environments as a means to increase reach and promote pre-collegeengineering education with a diverse number of students who in return are instilled with themindset to enroll, persist and graduate college with degrees in fields of science and engineering.The three specific goals or research topics for the RET programming are (1) to equip teacherswith the ability to transfer applied engineering research activities to their classrooms and developand disseminate new curriculum associated with these activities, (2

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Richard Douglas Stock; Vanisa Turney

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Pre-College Engineering Education Division

the culturally appropriate readingmaterials.IntroductionA child’s ability to read by the end of third grade is a critical predictor of their future successincluding high school graduation, earning potential and general productivity.1 Many states havepassed legislation requiring schools to identify at-risk readers and provide interventions to helpincrease the reading scores of these students.2, 3 For example, Ohio has the Third Grade ReadingGuarantee which requires that students achieve a minimum score on the Ohio AchievementAssessment (OAA) in order to advance to the fourth grade. Schools are using a variety ofdifferent intervention strategies to improve the reading skills of at risk readers. One suchstrategy is afterschool literacy programs

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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is a work-in-progress and presents a successful pilot of a new communitycentered engineering educational initiative. Five specific areas associated with launchingthis pilot prototype two-week DTSC are presented including:1. Processes, methods and techniques used to develop new curriculum.2. Pedagogy, instructional concepts, activities, outcomes and environments.3. Developing effective collaboration and community partnership models.4. Review of results, outcomes and assessment techniques employed.5. Insights and details on how to improve and develop high school STEM programs.Processes, Methods and TechniquesThe ability to offer cutting edge innovation, creativity and design curricula was madepossible by a ten-year investment on the part of

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

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Pre-College Engineering Education Division

. Data collected during this timedemonstrated a statistically significant increase in teacher content knowledge and an increase in their useof guided inquiry and active learning activities (Polasik, 2016). Evidence has shown that guided inquiryand active teaching methods are correlated to increases in students’ content knowledge and capacity forscientific thinking (Shouse et al., 2007; 2010).In the 2012 – 2015 academic years, the program monitored teacher use of materials science hands-onactivities and their effectiveness as one metric of the degree to which the PD was impacting theclassroom. As Figure 1, (Polasik, Daehn, and McCombs 2016) illustrates, the number of materials scienceactivities increased substantially. This increase was also seen

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

D. Raj Raman, Iowa State University; Monica H. Lamm, Iowa State University; Sriram Sundararajan, Iowa State University; Kristina Maruyama Tank, Iowa State University; Anne T. Estapa, Iowa State University

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Pre-College Engineering Education Division

). Therefore, without a strong infrastructure supportingteacher professional preparation and development, simply adding new content is not likely toachieve the intended goals (Guzey et al., 2014).The authors of this work are affiliated with an NSF-funded STEM-C project STEM-C project inpartnership with the Des Moines Public Schools (Trinect) which deploys a new model of teacherpreparation through a multi-pronged, team-based approach. The project has completed threesemesters of activity involving cohorts of student teachers, cooperating teachers, and engineeringstudents. Through these efforts, we have observed several gaps in student teacher preparation,including: (1) understanding of the nature of engineering, (2) knowing the distinction andsynergy

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Scott A. Pattison, Institute for Learning Innovation; Monae Verbeke, Institute for Learning Innovation; Marcie Benne, Oregon Museum of Science and Industry; Pam Greenough Corrie MS, Mt. Hood Community College

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developing pilot programs or activities, the team collected front-end data from Head Startparents and staff members in order to ensure that the project was aligned with the interests andneeds of the community and built on the prior experiences and funds of knowledge (González,Moll, & Amanti, 2005) of families and staff. The data collection was driven by three broadquestions, developed collaboratively across the partner organizations: 1) What are parents’ beliefs, attitudes, and interests related to engineering? 2) What funds of knowledge do parents and families bring to the experiences that can be integrated into the programs to make them more successful? 3) What opportunities and barriers exist for Head Start families that should

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University; Jamie Glass

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the program.Materials and MethodsWe used readily available materials for this outreach program. This includes buying a codingmouse and using free websites to learn coding language.Coding Mouse: We used the Learning Resources STEM Code & Go Robot Mouse Activity Set.This set is sold for $50 - $60 and is shown in Figure 1. v Figure 1: Learning Resources STEM Code & Go Robot Mouse Activity Set. This set includes a battery operated mouse that can be programmed to turn in four directions. The kit also include plastic maze grids and barriers for creating you own maze, suggested activity cards and double sided coding cards (see arrows in top left). This kit costs about $50 and the mouse alone costs about

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chanel Beebe, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

perceptionsbased on their social demographic. To investigate this hypothesis, our research team collaboratedwith two university sponsored summer programs that taught engineering to young students. Before participating in these summer programs, 85 students were interviewed and asked“What do you think mechanical engineers do?” Participant responses and organized by thedemographic data of the students. Student responses fell into one of the following six categories:(1) Mechanical/Moving Things, (2) Computers/Electrical Technology, (3) Civil Engineering, (4)Manufacturing/Building, (5) "More than Engineering," and (6) I Don’t know. Results indicatethat across races and genders, students interviewed primarily associate mechanical engineeringwith

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

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researchers seek to understand whether and to what extent thedevelopment of engineering “habits of mind and action” in middle school STEM (science,technology, engineering, and math) courses leads to improvements in problem solving abilities,integration of STEM content, and increased interest in engineering. The Next Generation ScienceStandards (NGSS; NGSS Lead States, 2013) call for “raising engineering design to the samelevel as scientific inquiry in science classroom instruction at all levels” (p. 1). Reflecting thisemphasis on engineering as a core idea, recent reforms include proficiency in engineering designas a key component of college and career readiness (Auyang, 2004; Carr, Bennett, & Strobel,2012; Duderstadt, 2008; Kelly, 2014