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Examining the impact of a summer engineering program on academic self-efficacy

Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Edward Collins, National Society of Black Engineers; Rochelle L Williams, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

ways that make their success more likely [4].In engineering, there are different ways in which self-efficacy is measured. Three categories ofself-efficacy measures used are: 1) general academic self-efficacy, 2) domain-general self-efficacy, and 3) self-efficacy measures for specific engineering tasks or skills [5]. Generalacademic self-efficacy scales broadly assess engineering students’ beliefs in their capabilities toperform academically or perception of their competence to do the work [5]. The second, adaptedfrom general academic self-efficacy, domain-general self-efficacy asks students to rate theirgeneral confidence within a particular subject area of engineering [5]. Third, task- or skill-specific self-efficacy asks students to evaluate

Relevance Score: 3.6457255

Scaffolding AI Research Projects Increases Self-efficacy of High School Students in Learning Neural Networks (Fundamental)

Conference Session: Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: S. Shailja, University of California, Santa Barbara; Satish Kumar, University of California, Santa Barbara; Arthur Caetano, University of California, Santa Barbara; Ayush Pandey, University of California, Merced
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

’ increased proficiency. Moreover, 90% of the students developed models either fromscratch or by ensembling multiple models. This involves significant coding in Python (Figure 2A).Increase in student self-efficacy. We report the change in student self-efficacy measured usingthree related variables: (1) student confidence on speaking up about a technical area like AI, (2)student self-assurance and positive outlook for success in an AI career, and (3) outlook towards thefield of AI. First, we observe an increase in the students’ ability to understand and communicateAI research. As shown in the post-survey results (see Figure 5A), students’ showed a significantincrease in confidence in speaking up about topics in AI. The students’ ability to handle

Relevance Score: 3.6442459

The influence of self-efficacy on pre-college students’ interest in STEM fields

Conference Session: Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Britta Solheim, Wartburg College; Jack Saylor Priske, Wartburg College; Murad Musa Mahmoud, Wartburg College; Cristian Gerardo Allen, Wartburg College; Kurt Henry Becker, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

students’ self-efficacy and interest in aSTEM field, we analyzed student responses to the following questions/statements (stronglydisagree/disagree/neither agree or disagree/agree/strongly agree): 1. I am able to get a good grade in my science class. 2. I am able to do well in activities that involve technology. 3. I am able to do well in activities that involve engineering. 4. I am able to get a good grade in my mathematics class.These four questions served as an indicator of self-efficacy among the student participants. Eachquestion measures the self-reported self-efficacy in each of the four major fields in the acronymSTEM (each question respectively). We then tabulated the responses to another set of statements: 1. I like

Relevance Score: 3.6438015

Insights from the NanoEnvironmental Engineering for Teachers (NEET) Graduate Course on Teachers’ Self-Efficacy in Teaching Engineering (Evaluation)

Conference Session: Marge's Mission: Empowering STEM Innovation
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Faiza Zafar, Rice University; Carolyn Nichol, Rice University; Mariana Elizabeth Quinn, Rice University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

allparticipantsInstrument To assess the impact of the course on teachers’ engineering self-efficacy, data wascollected using the Teaching Engineering Self-Efficacy Scale (TESS) [15], [16]. TESS is avalidated instrument consisting of 23 items with five subscales: Engineering PedagogicalContent Knowledge Self-efficacy (KS), Engineering Engagement Self-efficacy (ES),Engineering Disciplinary Self-efficacy (DS), and Engineering Outcome Expectancy (OE) [16].The TESS demonstrates high internal consistency reliability, with Cronbach's α ranging from0.89 to 0.96 across the four factors [16]. These high-reliability coefficients indicate that theTESS consistently measures teachers' engineering self-efficacy with precision and accuracy. Byutilizing the TESS in this

Relevance Score: 2.9156609

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Miracle Moonga, Montana State University - Bozeman; Rebekah J. Hammack, Montana State University - Bozeman; Ibrahim H. Yeter, Nanyang Technological University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

thatthe M-EDSI is reliable for measuring students’ EDTE.DiscussionWhile previous research explores the topic of engineering teaching efficacy, the present studyoffers a novel perspective by specifically addressing Engineering Design Teaching Efficacy 5(EDTE). This is important because engineering design is a major part of the NGSS [3] and islinked to students’ enhanced learning [20]. The findings show that the intervention did not justsignificantly improve participants’ EDTE but also their EDE. Mastery experiences is a primarysource of self-efficacy development [21]. Therefore, PSTs’ improved EDE could be attributed totheir active engagement in

Relevance Score: 0.10808722

Impact of Professional Development in Culturally Relevant Engineering Design for Elementary and Middle School Teachers (RTP, Diversity)

Conference Session: Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Frank Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Emine Ozturk, North Carolina State University; Julie Robinson, University of North Dakota; Erin Lacina
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

to students and Experiences local community Iteration – opportunity to review, revise, improve lessons based on measurable outcomes Focusing pedagogical shifts/PD within one content area creates relevance but allows for impact across all content areas Affective Success/student engagement begets positive affective state leads to States increased self-efficacy Verbal Support and collaboration from administration persuasion On-going touchpoints, check-ins for continuous learning, reflection, collaborationSummer institutesTeacher participants began the [Anonymous

Relevance Score: 0.09378841

Methodologies for Evaluating the Impact of STEM Outreach on Historically Marginalized Groups in Engineering: a Systematic Literature Review (Other, Diversity)

Conference Session: Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jessica Nhu Tran, University of British Columbia; Jessica Wolf, University of British Columbia; Shouka Farrokh, University of British Columbia; Katherine Lyon, University of British Columbia; Robyn Newell, University of British Columbia; Jenna Felice Usprech, University of British Columbia; Karen C. Cheung, University of British Columbia; Agnes Germaine d'Entremont P.Eng., University of British Columbia
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

”). We excluded these because they do not appear to be directly measuring factors thatmight lead to the pursuit of STEM in the future. Another group of papers measured contentlearning that occurred during outreach (such as math skills or geophysics concepts). While thismay influence self-efficacy measures and/or better prepare students should they choose to enterSTEM, it is not directly measuring factors that most authors focus on as proxies for change toeducational and career paths. We have not included tests of content knowledge in thedescriptions of the outreach evaluation.Table 3: Examples of commonly referenced constructs in the papers, and our definitions.Construct DefinitionsAttitude What an individual

Relevance Score: 0.08508445

Board 159: Developing An Assessment Toolkit for Pre-college Summer Engineering Workshops (Works-in-Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Tamecia R. Jones, North Carolina State University at Raleigh; Leah Bug, North Carolina State University at Raleigh
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

identities, epistemologies and values. Volume 2 : engineering education and practice in context. Cham, Switzerland ; Heidelberg, Germany : Springer International Publishing, 2015.[29] Y.-h. Liu, S.-j. Lou, and R.-c. Shih, "The investigation of STEM self-efficacy and professional commitment to engineering among female high school students," South African Journal of Education, vol. 34, no. 2, pp. 1-15, 2014.[30] D. Kiran and S. Sungur, "Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference," Journal of Science Education and Technology, vol. 21, no. 5, pp. 619-630, 2012, doi: 10.1007/s.[31] T. P. Robinson, "THE DEVELOPMENT OF AN INSTRUMENT TO MEASURE THE SELF

Relevance Score: 0.06691655

Evaluation of Transfer of Learning in a Pre-College Engineering Short Course (Evaluation)

Conference Session: Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jose Capa Salinas, Purdue University; Manuel Salmeron, Purdue University; Gaurav Chobe, Purdue University; Herta Montoya, Purdue University at West Lafayette (COE); Morgan R Broberg, Purdue University at West Lafayette (COE)
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

[1]. FET is a framework designed to evaluate ToLthrough the factors that impede or facilitate the transfer. In contrast with other methods that focuson determining the factors (see, for example, [9], [16], [17]), the FET model aims to assess them[1]. Furthermore, the FET’s framework encompasses evaluating multiple dimensions influencingthe ToL. Specifically, the FET model's categories include transfer dimensions, achieved learning,and intent to transfer. The transfer dimensions are: 1. Trainee, which includes factors related to the participants’ reactions to a training program, such as motivation of transfer, self-efficacy, and locus of control; 2. Training, that evaluates the training itself and its design, and includes factors

Relevance Score: 0.06054519

Evaluation of High School Semiconductor and Microelectronics Summer Program (Evaluation)

Conference Session: Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Shauna Adams, Purdue University; Cristián Eduardo Vargas-Ordóñez P.E., Purdue University; Morgan M Hynes, Purdue University; Kerrie A Douglas, Purdue University; Peter Bermel, Purdue University; David R. Ely, Ivy Tech Community College, Indianapolis; Hayley Joy Grisez
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

about post-high school plans. The pre-and post-surveys asked participants about their career interests or anticipated majors.Parts of the Knowledge, Awareness, and Motivations (KAM) survey tool were modified toevaluate awareness, exposure, career interest, and motivations. The KAM survey is a modifiedversion of the Motivation and Exposure in Microelectronics Instrument [6], an instrumentderived from the Nanotechnology Awareness Instrument [7]. The instrument was initiallydeveloped to assess changes in awareness, exposure, motivation, and knowledge ofnanotechnology [7]. To measure students’ self-efficacy and career outcome expectations, weadministered a modified Social Cognitive Career Theory Survey (SCCT) [8]. TheMicroelectronics SCCT Survey

Relevance Score: 0.0553879

Board 181: Using an Integrated STEM Education Approach with Place-based Learning in a Community of Practice to Enhance Underrepresented Rural Student Learning

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: John Geoffrey Knowles, Bryan College; Jung Han, Purdue University; Todd Kelley, Purdue University at West Lafayette (COE)
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

interaction, network density, network bridging, and networkreach at the school, district, state, and national/international community level, using 18statements. This instrument uses social network analysis (SNA) with visual network scales(VNS) to visualize and quantify characteristics of the CoP and then relates this to the constructsof self-efficacy and identity [24]. Preliminary results measured before and after the PD areshown below from our initial group of TRAILS 2.0 teachers (COP) Network Survey (n = 7). • Overall CoP Network size increased at the 95% confidence level (p < 0.05). • CoP Network size at the national/international level increased at the 95% confidence level (p < 0.05) • CoP Network sizes at the school

Relevance Score: 0.053296067

Board 156: Concrete Tools to Practice Diversity, Equity, Inclusion, and Belonging in the STEM Classroom

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Geniene K. Minkus, Geniene Minkus Consulting; Meagan C. Pollock, Engineer Inclusion
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

-based assessments, presentations, and reflections. Thesesections were distilled using a combination of classroom experience and research. Eachof these elements is powerful on its own but added together they create opportunitiesfor students to build self-efficacy, belonging, and inclusion. These qualities then lead toclassrooms that can foster students who can find resilience and joy in diversity andcreate equitable spaces. The framework I developed is visualized in Figure 1 below. Iwill describe each of these elements and the research that went into them.Before the Framework: While doing research around actionable science DEIB strategies, I encounteredand studied social-emotional learning (SEL). While the tenants of following theframework

Relevance Score: 0.05091847

Head, Heart, Hands: A Rubric for Creating Inclusive STEM Learning Environments

Conference Session: Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Meagan C Pollock, Engineer Inclusion; Lara Hebert, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Luisa-Maria Rosu, University of Illinois Urbana-Champaign
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

understanding of its structure and purpose. Below is a detaileddescription of the rubric that has been recontextualized from its original application inmanufacturing to its broader use in inclusive STEM education. The rubric is structured into threeprimary sections—Head, Heart, and Hands—each representing critical facets of the learningexperience and corresponding to cognitive engagement, emotional engagement, and activeparticipation. Our application of the 3H model[1] is rooted Piaget’s constructivist learningtheories[2], Vygotsky’s Zone of Proximal Development[3], brain-based learning like that ofSmilkstein[4], self-efficacy[5], and cultural responsive teaching[6].Head (Cognitive Engagement): This section of the rubric focuses on self-efficacy

Relevance Score: 0.048464414

Board 186: Work in- Progress: Scaling STEM-ID—Research Strategies to Inform Initial Scaling of Middle School Engineering Curricula

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Dyanne Baptiste Porter, Georgia Tech Center for Education, Integrating Science, Mathematics, and Engineering (CEISMC); Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Talia Capozzoli, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

identity development in middle school students experiencing engineering curricula[4], scaffolding knowledge at this level is an important aspect of continuing to build students’interest in studying engineering [5]. Such experiences help to improve student self-efficacy andattitudes toward STEM and facilitate students’ understanding of engineering during a crucialperiod of integrated scientific inquiry and engagement. The Science, Technology, Engineering,and Mathematics Innovation and Design (STEM-ID) Curricula developed at the Georgia TechCenter for Education Integrating Science, Mathematics and Computing (CEISMC) integratefoundational mathematics and science in an engineering context through challenges thatintroduce students to advanced

Relevance Score: 0.04542055

Exploring How Contextual Factors Influence the Implementation of Middle School Engineering Curricula (Fundamental)

Conference Session: Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

of teachers identified asfacilitating implementation included pedagogical content knowledge, self-efficacy,resourcefulness, and organizational and time management skills. Teachers reported that studentinterest in the STEM-ID challenges and STEM, more generally, was another facilitating factorwhereas, to varying degrees, disruptive student behavior and students’ lack of foundationalmathematics skills were reported as limiting factors. Teachers also highlighted specifictechnological challenges, such as software licensing issues, as limiting factors. Otherwise, wefound that teachers generally had sufficient resources to implement the curricula includingadequate physical space, technological tools, and supplies. Across teachers and schools

Relevance Score: 0.04213424

Professional Development for STEM Teachers in Rural Counties to Broaden Participation in Engineering

Conference Session: Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

providedby the agency to develop educational self-efficacy, responsibility, and empathy for others.Inclusive: Educators are aware of and responsive to the ways that students are marginalized by ourcurrent education system. Educators (and all individuals in the building) actively and lovinglyaddress negative bias and integrate affirmations to promote social-emotional growth and well-being for all individuals in the classroom and school.Relevant Students experience “relatedness” with their teachers and a learning relevant to their livesthrough direct connections to their community, their country, and the world.The Engineering CurriculumPI Bayles co-developed the INSPIRES Curriculum (Figure 3)which was designed to specificallytarget three Standards for

Relevance Score: 0.04114839

The Role of K-12 Teachers as Agents for Change (RTP)

Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Christina Anlynette Alston, Rice University; Faiza Zafar, Rice University; Scott Currier; Krystle Dunn; Milton Johnson; Selene Verhofstad; Carolyn Nichol, Rice University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

IntroductionThere is substantial evidence that most K-12 science and math teachers who aim to incorporateengineering design processes into their courses acquire these skills through extracurricularprofessional development (PD) programs or self-directed learning [1-4]. Research has shownthat PD programs are valuable in increasing teachers' engineering self-efficacy and thelikelihood of implementing engineering processes in the classroom [5-7]. These programs offerflexibility in introducing engineering design to teachers in diverse formats (e.g., in-person versusvirtual) [8], using various theoretical frameworks [9]. They often provide participation incentivessuch as stipends [9, 10]. However, despite the value of these PD programs, teachers areusually

Relevance Score: 0.0406422

Pre-College Robotics: Best Practices for Adapting Research to Outreach

Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers
Collection: 2023 ASEE Annual Conference & Exposition
Authors: David Ricardo Medina, Golecki Group; Jaylynn Kim, University of Illinois at Urbana - Champaign; Katelynn Ohk; Dominique Kisantear; Jorge Jimenez; Gavin Tian; Conor Walsh P.E., Harvard University; Holly M Golecki, University of Illinois at Urbana - Champaign
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

report using the search term “STEM outreach”[2].Despite efforts to recruit more underrepresented students to engineering, overly difficultengineering tasks and courses can serve as a barrier to recruiting students to the engineeringworkforce. Research shows that negative STEM experiences such as “weed out” courses, orcourses that are purposefully difficult, cause low STEM persistence in first-generation collegestudents [3]. A separate study on outreach events geared towards female elementary schoolstudents stated that decreases in STEM self-efficacy occur around young elementary age [4]. Tomitigate negative experiences, there is a need to focus on creating positive STEM experienceswhich can increase student engagement and increase the likelihood

Relevance Score: 0.04036346

Engineering Integration Pedagogical Content Knowledge (EIPCK): Development of a Conceptual Framework

Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Filiz Demirci, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette (COE)
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

/978-94-6091-821-6.Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching: Examing pedagogical content knowledge, Eds.: Gess-Newsome, J., Lederman, N. G., Kluwer Academic Publishers, Doordrecht, Hollanda, 95-132.Maine Department of Education [MDE] (2019). Standards & instruction–science & engineering. https://www.maine.gov/doe/learning/content/scienceandtech.Marquis, S. D. (2015). Investigating the influence of professional development on teacher perceptions of engineering self-efficacy. Ph.D. Thesis, The University of Southern Maine, Portland, USA.Massachusetts Department of Elementary and Secondary Education [MDESE] (2016). 2016

Relevance Score: 0.04036346

Board 151: An After-school STEM Program with a Novel Equitable and Inclusive Structure (Work in Progress, Diversity)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Matthew Aldeman, Illinois State University; Jeritt Williams, Illinois State University; Allison Antink-Meyer, Illinois State University; Jin Ho Jo; Maria Luisa Zamudio
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

-related higher education programs, and STEM-related career pathways.Research to determine the impact of the program on students' interest, understanding, and self-efficacy towards STEM careers, as well as teachers and undergraduate students’ understandingof promoting change, will also be conducted. The Partnerships in Education and Resilience(PEAR) Common Instrument for students and teachers, and interviews with stakeholders arebeing used to support data gathering and program feedback. These data sources will be used forprogram assessment and future research.Introduction An interdisciplinary team of faculty, staff, and students at Illinois State University (ISU)is collaborating with Chicago Public Schools (CPS) and non-profit Community

Relevance Score: 0.039165154

Board 162: Engineering for Accessibility: Impacts of a High School Engineering Internship Model Across Different Settings (Work in Progress, DEI)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Stacey Forsyth, University of Colorado Boulder; Tim Ogino, University of Colorado Boulder; Angelina Ong M.A., J. Sickler Consulting; Jessica Sickler, J. Sickler Consulting
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

young BLV children. The library ran its programin fall 2022 and 2023 (for 14 and 19 students, respectively) as a semester-long (50-hour)experience held after-school and on weekends. The library developed project ideas incollaboration with a nearby school for the blind.MethodsSite leads collaborated with the research team to collect pre/post surveys and audio reflectionsfrom interns and feedback from site leaders and clients. Interns participated in a focus group atthe end of their internship experience. To date, the survey has adapted measures from validatedinstruments including the Fit of Personal Interests and Perceptions of Engineering Survey (F-PIPES) [12], Engineering Design Self-Efficacy Instrument [13], Short Instrument for

Relevance Score: 0.036084987

Board 157: Design of a Geospatial Skills Camp for Rural Youth (Work in Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jeanette Chipps, Montana State University ; Suzanne G Taylor, Montana State University; Nicholas Lux Lux, Montana State University; Elizabeth Nelson, Montana State University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

report, we hope to include various measures of success forthis project that will aid in better understanding how short summer camps can be leveraged toincrease student knowledge of STEM integration and student interest in future STEM careers.The project team will conduct both a process and outcome evaluation. We will evaluateattendance at the camp and the community educator training as a measure of process evaluationto measure dose delivered and received. We will also measure fidelity of implementation of thecurriculum. For the outcome evaluation, we will measure community educator geospatialtechnological content knowledge and self-efficacy. We also aim to incorporate communityeducator definitions of success in their own camps as an evaluative

Relevance Score: 0.035035063

Board 161: Engineering Community Inclusion of Individuals with Autism (ECIIA): The Commitment of Community Collaborators in Engineering Education and Industry (Work in Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jennifer Lee Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

participation of high school autistic students, whohave historically been excluded from or under-served in both engineering education (i.e., secondary,higher education) and industry. ECIIA addresses the following research questions: (1) Is virtual reality(VR) effective in increasing access to engineering education for individuals with autism?; (2) Doesparticipation in the VR environment and accompanying support result in the development of engineeringidentity, engineering self-efficacy, engineering interest, and an understanding of the engineering designprocess?; (3) Does supporting individuals with autism in the VR environment as Community Collaboratorsresult in increased understanding, and presumed competence and advocacy for individuals with autism

Relevance Score: 0.03391892

Dual-Credit Engineering Program in Native American Serving School District: Best Practices and Findings

Conference Session: Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Monsuru O Ramoni, Navajo Technical University; Calsey T Nez, Navajo Technical University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

engineering incorporates hands-on projects, known as experiential learning, which have beenshown to increase interest in pursuing sciences, improve self-efficacy and technical skills, and result inhigher retention rates in engineering [26, 29, 30].In New Mexico, every high school student interested in participating in the Dual Credit (D.C.) Programcan enroll in college courses. This program provides access to academic, career, and technical education(CTE) courses that offer simultaneous credit toward high school graduation and a postsecondary degreeor certificate.NTU and GMCS seized the opportunity to launch a Dual-Credit engineering program. Research [31, 32,33] has shown that in courses where high school teachers teach college courses in high

Relevance Score: 0.033896413

Board 170: STEM-ulating Change: Exploring Pre-Service Teachers' Perceptions of Integrated STEM Education (Work-in-Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Ibrahim H. Yeter, Nanyang Technological University; Xue Jia Xie, Singapore University of Technology and Design; Jeffrey D Radloff, The State University of New York at Cortland; Michael Jin Khoo
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities. International Journal of STEM Education, 11(1), 4.Lachapelle, C. P., & Cunningham, C. M. (2017, June). Elementary engineering student interests and attitudes: A comparison across treatments. In 2017 ASEE Annual Conference & Exposition.Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: a systematic review of journal publications. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-00207-6Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education

Relevance Score: 0.032509085

High School Students' Perspectives on Pre-college Engineering Education Courses (Fundamental)

Conference Session: Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jialing Wu, Vanderbilt University; Medha Dalal, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

significant improvements in students’ interest,self-efficacy, stereotypes, and utility perceptions of engineering after participating in anengineering workshop [10]. Similarly, design experiences in secondary school education havebeen shown to develop students’ practical and professional skills. The activities influenced theirself-efficacy beliefs and shaped their future career interests [6].One of the key outcomes of pre-college engineering education is the positive impact onpromoting equity. For example, a one-day workshop for high school girls improved attitudestoward STEM fields, boosted their confidence in engineering, and enhanced their knowledge ofcareer opportunities [11]. Likewise, a one-year Engineering Projects in Community Serviceprogram