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

even parents, should also be aware that young students areable to engage in engineering practices such as evidence-based reasoning. This study also pointsto an important scaffolding tool to help young students build their EBR skills, using the question“Why?”LimitationsThis study followed three classrooms during a pilot implementation of an integrated STEM andliteracy curriculum for Kindergarten students. Teachers were using the curriculum for the firsttime and the curriculum was not in its final state. Classroom 1 did not have the fullimplementation video recorded so may have had additional instances of EBR in the classroom atother times.AcknowledgementsThe material presented is based upon work supported by the National Science Foundation

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

and mathcontent by carefully adapting educational robotics technology. The work reported in this paper isbased on the collaboration of project team (consisting of engineering and education faculty,researchers, and graduate students) with 20 middle school teachers (10 pairs of science and mathteachers at 8 New York City schools) and observations of more than 250 middle school studentsin their robotics-based STEM lessons.To begin, using appropriate questionnaire design techniques, we develop a “trust vocabulary” thatelicits what the participants (i.e., teachers and students) mean by trust in the robots for their lessonsand what factors and features of robotics may affect their trust. Next, we develop a qualitative trustassessment method using a

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