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

Tagged Divisions

Pre-College Engineering Education Division

the assessment of student learning, particularly the assessment of academic growth, and evaluating the impact of curricular change.Dr. Paul R. Hernandez, West Virginia University c American Society for Engineering Education, 2016 Measuring Student Content Knowledge, iSTEM, Self Efficacy, and Engagement Through a Long Term Engineering Design InterventionAbstractThe current study reports on the outcomes of a classroom-based long-term engineering designintervention intended to increase high school students’ perceptions of the integrated nature ofSTEM disciplines (iSTEM) and to assess the effect of the intervention on student participation inan extracurricular STEM activity (i.e., a research poster

Conference Session

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

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

to lower numbersof females in certain STEM majors and subsequent STEM careers. Gender differences in self-efficacy have been demonstrated in relation to math and engineering disciplines amongundergraduate students.10,11 We investigated the effects of a mentored summer researchexperience on high school students’ self-efficacy as it applied to STEM research-related tasks.The program participants are approximately 50% male and 50% female. Participants were askedto answer a 32-item anonymous, online survey, which is designed to measure STEM researchself-efficacy, both prior to entering and immediately upon completion of the program.2. Brief Description of Summer ProgramBased at New York University Tandon School of Engineering (NYU Tandon), a

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

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering clubs and marketing campaigns with smiling female faces of all races haveemerged, and seem to help underrepresented students believe they can succeed and will “fit in”to the engineering culture. Recent reports and research measuring female student engineeringself-efficacy assert the positive impact of these types of treatments (American Association ofUniversity Women Educational Foundation, 2002; Burger, Raelin, Reisberg, Bailey & Whitman,2010; Corbett, Hill & Rose, 2008; Corbett, Hill & Rose, 2010; Fantz & Miranda, 2010; Marra,Rodgers, Shen & Bogue, 2009; Society of Women Engineers report, 2015).Self-efficacy beliefs are the thoughts or ideas people hold about their abilities to perform thosetasks necessary to achieve

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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Diversity

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Pre-College Engineering Education Division

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 (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

learning program to college choice. The remaining two questions are open-ended and allow students to describe their favorite ENGR 102 HS design and build project andcomments about their teacher. Many of the Likert scale questions for the online survey wereobtained from the on-campus course evaluations handed out to undergraduates in the ENGR 102course and deal with the quality of instruction and content. Additional questions, those dealingwith self-efficacy, were selected from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) instrument measuring student self-efficacy [36]. The LAESE instrument is a validatedinstrument that was developed with NSF funding as part of the Assessing Women in Engineering(AWE) project and can be found at

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

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

-Lopez, Changes in Latino/a Adolescents’ Engineering Self-efficacy and Perceptions of Engineering After Addressing Authentic Engineering Design Challenges, in Proceedings of American Society for Engineering Education Annual Conference. 2015, ASEE: Seattle, WA. p. 1-14.18. Mejia, J.A., et al., Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking, in Proceedings of American Society for Engineering Education Annual Conference. 2014, ASEE: Indianapolis, IN. p. 1-20.19. Olitsky, S., Structure, agency, and the development of students’ identities as learners. Cultural Studies of Science Education, 2006. 1(4): p. 745-766.20. Kennedy, M., The Ownership

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

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Diversity

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Pre-College Engineering Education Division

measured the degree to which teachers’ lesson implementations showed evidence of theengineering design practices encouraged by the project, and students’ scores on the contentknowledge post-tests for each design task. The results are shown in Table 11 (for grade 5 tasks)and Table 12 (for grade 6 tasks).The results indicate that there were small to moderate positive correlations between teachers’implementation rubric scores and students’ knowledge post-test scores in both grades 5 and 6.These correlations ranged from a low of r = 0.14254 (for the relationship of teachers’ WaterFilter implementation scores and students’ Water Filter post-test scores) to a high of r = 0.45466(for the relationship of teachers’ Solar Tracker implementation scores and

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

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

STEM careers butthe question remained how much was attributable to the EPICS experience itself. An instrument9based in Social Career Cognitive Theory10 was developed to assess change in self-efficacy,outcome expectations, and personal interest in engineering amongst high school students whoparticipated in the EPICS High program. It was comprised of survey questions and open-endedresponses. In addition to the focus on self-efficacy, outcome expectations, and interests, thesurvey addressed perceived attributes of an engineer, student understanding of scientists versusengineers, changes in grades, college and major goals, and contextual supports. More detailsabout the full instrument have been published previously9, and the analysis of the data

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Cayton, North Carolina State University; M. Gail Jones, North Carolina State University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Tuijl and van der Molen(2015) maintained that male and female STEM role models are particularly important forchildren. Holmes, Gore, Smith, and Lloyd (2017) studied children ages 8-18 and found anincrease in STEM interest for students who have a parent working in a STEM occupation. Theysuggest that those without a parent working in a STEM field are left with teachers and schoolguidance counselors to promote STEM careers in order to foster an interest.Grounded in Bandura’s (1977) social cognitive theory, social cognitive career theory (SCCT)focuses on three primary mechanisms that drive career decisions: self-efficacy, outcomeexpectations, and goals (Lent, Brown and Hackett, 1994). Self-efficacy is defined as perceivedcapability to perform a

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

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Diversity

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Pre-College Engineering Education Division

overarching goals that are the focus of all Creative Design sections.Areas of common measurement included; (1) Creative Self-Efficacy and Creative Role-Identity,(2) Ideation Capacity and (3) Creativity in Engineering Design (Artifacts).Creative self-efficacy is one’s belief that they are able to design creative products6. Researchcompleted by Tierney and Farmer reported that creative self-efficacy is a predictor of creativedesign performance. The Creative Self-Efficacy and Creative Role-Identity Scale was identifiedas an appropriate instrument to measure student growth through a pretest/posttest researchdesign.7 Surveys completed in Fall 2016 and Spring 2017 indicated that students from educationschool majors (n=33) have the lowest reported average

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Diversity

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Pre-College Engineering Education Division

(3), 175-213.19. Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self-efficacy: A validation study. Journal of Engineering Education, 105(2), 366-395. doi: 10.1002/jee.2012120. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481. doi: 10.1007/s11165-013-9389-321. Jackson, A., Mentzer, N., Kramer, R., & Zhang, J. (2017, June). Enhancing student motivation and efficacy through soft robot design. Paper presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH.

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

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Diversity

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Pre-College Engineering Education Division

engineering careers and on developing theircontent knowledge in select grade-appropriate science and mathematics content areas. Pre-posttesting was conducted with sixty-five students of diverse backgrounds in grades six through eightto measure their self-reported engineering-related self-efficacy, knowledge of engineering careers,and motivation to pursue future engineering classes and careers. In addition, interviews wereconducted to examine any changes in middle school camp participants’ affective characteristics ofmotivation, self-efficacy, and self-determination.Introduction The attraction and retention of students in science, technology, engineering, andmathematics (STEM) disciplines along the full length of their education is a national

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

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Diversity

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Pre-College Engineering Education Division

1.4 Missing 4 .8Instrumentation The 2014 version of the STEM IQ consisted of 71 items. 13 were demographic, 58attitudinal items related to students’ experiences, teamwork, learning experience, hands on activelearning, and career. The study focuses on only attitudinal items with a high reliability Cronbachalpha (α=.83). The items in the questionnaire are based on 100 scale. Further, the attitudinalitems are divided into three components. First component aims to measure STEM-related self-efficacy, like a student’s ability to complete academic milestones and to overcome performancehurdles. Students are asked to indicate their confidence to perform successfully

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

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

students.In Texas, students were measured over a six-year period. From 2006 – 2010, enrollmentquadrupled and participants increased 18,686 individuals (4498 in 2006 to 23184 in 2010)9.Female participation increased 586% and Hispanic students increased 507%. This study alsoshowed a high impact on students enrolling in higher education (62.1%) compared to their non-PLTW counterparts (58.4%)9. In addition, post-secondary enrollment was slightly greater forfemales (63.5%) compared to their non-PLTW peers (63.1%).Several studies have examined self-efficacy of females for math and science subjects whenparticipating in PLTW10,11,12. Exposure to engineering through PLTW has shown to havesignificant impact on self-efficacy and underrepresented students10. The

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

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Diversity

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Pre-College Engineering Education Division

SurveyThe MATES62 was developed and revised66 to measure middle school students’ attitudes towardmathematics, science, especially engineering, and their knowledge about careers in engineering(i.e. what engineers actually do). In addition to all over attitudes toward mathematics, science andengineering, six subscales have been identified to measure Interest in engineering: stereotypicaspects (Stereotypic), Interest in engineering: non-stereotypic aspects (Nonstereotypic), Negativeopinions (Negative), Positive opinions (Positive), Gender Equity (Gender) and Self-Efficacy forProblem Solving and Technical Skills (i.e. skills needed for engineering).The MATES also measures knowledge about careers in engineering with a multi-part open-endedquestion that

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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Diversity

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Pre-College Engineering Education Division

theintegrated STEM lessons to measure lasting effects. The students of the participant teachers arealso being assessed using STEM content knowledge tests and surveys to measure attitudestoward STEM learning and career interest.Data Collection Instruments and Methods Several instruments are being used to collect data from teachers. The Science TeachingEfficacy Belief Instrument (STEBI) is designed to assess teachers’ perceptions of theireffectiveness for teaching science with 25 questions using a 5 point Likert scale, with 1 being“Strongly Disagree,” to 5 being “Strong Agree” (Riggs & Enochs, 1990). The Teacher Efficacyand Attitudes toward STEM (T-STEM) survey measures changes in teachers’ self-efficacy andconfidence in STEM subject content

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

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Diversity

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Pre-College Engineering Education Division

activity, but not whether such activities achieved theoutreach goals and objectives [17]. Fantz et al. [2] used formal assessment to determine theinfluence of outreach activities on the engineering self-efficacy of engineering students. Theyfound only seven of 53 activities had a statistically significant difference on self-efficacy ofstudents who did and did not experience the activity. Of those seven activities, five were pre-collegiate hobbies and two were pre-engineering classes. Although there were no significantdifferences in self-efficacy with respect to other activities, many still have merit in the outreachprocess, and assessment results like these are important in planning new programs to ensure themost efficient use of time and

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

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Diversity

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Pre-College Engineering Education Division

engineering confidence, but this percentage reached 50% when the camp was male-only (figure 1). Figure 1 Engineering Self-efficacy Self Reports* n for female only = 35 participants, n for male only = 8 participants, n for co-ed = 7 female, 8 male studentsThe final camp session was male-only. STEPS student responses from this session compared tothe mixed-gender session indicates that the absence of female campers led to male self-efficacyincrease of 100%. The study was not designed to measure the effect of female participation onmale student self-efficacy. And while the data sample is small, this is an interesting observation.While having

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

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Diversity

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Pre-College Engineering Education Division

Possible Solution(s) Solution(s) Construct PrototypeFigure 2: Design Process Model Utilized with Participating TeachersData CollectionWe focus this evaluation on analysis of surveys (T-STEM), content knowledge tests (DTAMS),and focus groups each completed both before and after professional development, as well asteacher-generated engineering design lesson plans and observations as teachers implementedlessons in their classrooms.The Teacher Efficacy and Attitudes Toward STEM (T-STEM) 15 Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

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Diversity

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Pre-College Engineering Education Division

an issue not only with competency,but also with a lack of self-efficacy in math, science, and engineering which creates anxiety. According to Beck-Winchatz and Riccobono (2007), the majority of students with VI arefollowing general education curricula. However, less than 30 individuals with VI earned ascience and engineering research doctorate on average each year from 2001 to 2009 compared to25,600 people without a disability on average per year during the same time period (NSF, 2012).Lack of higher level degrees in the science and engineering fields do not reflect the fact thatstudents with VI have the same spectrum of cognitive abilities as sighted peers (Kumar,Ramasamy, & Stefanich, 2001) and with appropriate accommodations can

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Miancheng Guo, University of Massachusetts; Martina Nieswandt, University of Massachusetts; Elizabeth McEneaney, University of Massachusetts

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

for Engineering Education, 2017 The Influence of Gender Grouping on Female Students’ AcademicEngagement and Achievement in Engineering and Biology: A Case of Small Group Work in Design-Based Learning (Work in Progress) IntroductionDuring the past 30 years, much attention has been drawn to the lack of women in STEMfields and the need to attract and retain them in these fields. In the relevant literature, theinfluence of gender grouping on variables such as female students’ interest, self-efficacy,participation/engagement and achievement in STEM subjects has been a salient line ofresearch. However, researchers have arrived at mixed findings. Also, while researchers haveinvestigated the influence of

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

-richprograms in their classrooms is a lack of both self-efficacy and a support network to help themprepare and teach such lessons. Supporting conclusions can be found in the literature,particularly highlighting the pitfalls of teachers having only a superficial understanding of theEDP5. Working through an EDP with proper guidance gives teachers the tools and confidence topush their students outside of the comfort zone of concrete answers and encourages creativityand innovative thinking5, 6.For these reasons, every participant in this program is immediately immersed in the EDP so thatthey can become comfortable playing the role of an engineer. One of the foundational conceptsof real-world Engineering is that there is not one right solution to a problem

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

Tagged Divisions

Pre-College Engineering Education Division

groups in STEM fields such as black, Hispanic, and femalestudents. A persistent gender gap exists for STEM majors and careers which involve rigorousmath and science such as engineering6. Currently, the national average for women enrolled inundergraduate engineering programs is roughly 18%5 and is 20% at Texas Tech University. The difficulty of recruiting and retaining women in engineering stems from a variety offactors which can be summarized by several themes: low self-efficacy in STEM4,12, differingexpectations for male and female students2, curricula which do not emphasize real-worldproblem solving7, and a lack of institutional commitment to diversity11. Outreach efforts whichaddress some or all of these factors have been effective for

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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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Affective/Non- Measure of student experience, interest, self-efficacy, or similar, typically Cognitive using a survey Achievement or Measure of factual, conceptual knowledge or of practices, including Learning standardized examsQuantitative methods Disaggregation Compares sub groups (male/female; White/nonwhite students, etc.) Control or Compares an experiential or intervention group top a control or Compare comparison group Pre Includes a pre-test Post Includes a post-testDelayed Post test Includes a delayed post-testQualitative Methods Details how analysis was done, such as by coding data or interaction Analysis analysis

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

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Diversity

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Pre-College Engineering Education Division

,students followed a set of directions to build their heat engines provided by the instructor; next,students redesigned their heat engines with the goal of increasing the device’s efficiency. At theend of the class, students completed some questions to help them reflect on the activity and itsconnection to efficiency, the design process, and the operation of power plants, and the instructorled a brief discussion during which participant groups shared their results.Analysis and Discussion Several assessment methods were implemented to determine the effectiveness of the E-GIRLprogram with respect to the students’ technical skill, self-efficacy, perceptions of engineering,and interest in engineering. Pre- and post-surveys were conducted asking

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

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Diversity

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Pre-College Engineering Education Division

; Middle School Student Interactions. Students in attendance during the fourth Saturday were asked if they enjoyed interacting and working with the undergraduate student volunteers. In the future, we hope to encourage more robust mentor/mentee relationships by allowingfor more interactions outside of the program. These strategies could include a PenPal program, ora visit day on campus so students can see what a typical day at a university looks like for theirmentors.Future Plans Research shows that providing long-term engagement is crucial in moving youth fromsimply having an interest in science to actually having the skills, knowledge, and self-efficacy topursue careers in science13

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

, conducteda longitudinal study to determine if a summer camp was effective in increasing the interest andunderstanding of the engineering profession and in developing self-efficacy in engineering forfemale camp participants. Results of this study showed that this camp was successful in meetingthese goals and also served as a successful recruitment tool for the host university.38 Otherresearch suggests that engineering projects that show the humanitarian side or social relevance ofengineering have been effective at attracting and retaining females.52-54Although many universities are engaged in engineering outreach, there are several barriers thatmake it difficult for universities to offer effective outreach to a large number of K-12 students

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette (College of Engineering); Salsabil Mahmed Salah, FACElab Purdue, Uprise academy; Claudia N. Hurt, FACElab Purdue; Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Pre-College Engineering Education Division

” within an individual. The intellectual “equipment” is comprised of the learner’sknowledge and beliefs, whereas the value-based equipment are solely driven by the learners’personal goals and interests. Also, Deci 10 proposes that learners’ interests motivate them toparticipate in learning activities. According to Atkinson and Wickens 11 this motivation toengage in learning is a function of learners selecting activities that pique their interests, and alsopersisting and making efforts to accomplish goals they find interesting. Further, activities thatcater to students’ interests have also been claimed to be related with self-efficacy, educationalchoices, and career outcomes 12–14. The role of interests and the humanistic nature of

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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Diversity

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Pre-College Engineering Education Division

Internet.Many participants took advantage of this option. The program integrated experiential learningtheory [5], 21st Century skills such as creativity and technology proficiency [6]–[8] and ethnicallymatched mentorship [9], [10] to increase academic success, self-efficacy and a sense of belongingin STEM. Where possible, instruction and activities were aligned with the Next GenerationScience Standards for engineering and Common Core Mathematical practices. In addition, near-peer mentoring was provided by undergraduate and graduate students in related disciplines.Summer ProgramThe components of the four week summer program are described below: 3D Modeling: Participants were introduced to visualization in three dimensions, geometry, isometric drawing

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

mentioned ona high-level within the internal report. For example, the evaluator stated that two particular sitesleadership team members received overwhelming poor feedback from classroom mentors andthat NSBE SEEK should further investigate the potential causes [9].LITERATURE REVIEWThe unique structure of the NSBE SEEK program requires that it is youth led. For the purposesof this review, youth are defined as 18 - 25. Within this youth led model, it is necessary for thereto be components of service, cultural competency, and self-efficacy. Youth participation canhave a considerable effect on community change. Since the community of the NSBE SEEKprogram is one of youth leaders, you essentially have youth leading other youth. It is importantto note