Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ju Hui Kang, University of Cincinnati; Soo Hyeon Kim, Indiana University Indianapolis; Gi Woong Choi, University of Cincinnati; Mansi Rajendra Kasar, Indiana University, Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

]. Malteseet al. [9] indicated the necessity of frustration that comes with children’s failure during a learningactivity. Their study showed that frustrations can promote individuals to embrace challenges andcontinuously seek out solutions during maker activities.Motivation and self-efficacy are strong factors that impact frustration. For elementary-agedchildren from grades 3 to 6, Vongkulluksn et al. [12] examined frustration as a factor inproviding moments of self-reflection and impacting subsequent activities. Frustration can alsoimpact situational interests and the motivation to continue with children’s activities. Knox et al.[7] focused on the influence of caregivers during frustrations that occur in home environments,where interaction is limited

Conference Session

Instructional Showcase

Collection

2024 ASEE Annual Conference & Exposition

Authors

Soo Won Shim, Illinois State University; Anthony Lorsbach

Tagged Topics

Diversity, Professional Interest Council (PIC)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: EMPATHIZE WITH THE USERSDevelop user-centered criteria: Define the problem based on users’perspectives. Capture users’ information, suggestions, values, andfeelings. Reflect on the potential impact of the criteria and outcomes. Develop user-centered criteria based on users’ needs, desires, and values.Plan: Generate multiple ideas with fluency and flexibility. Discuss teamperspectives and strengths. Generate various design ideas and recognize students' strengths in their design work. Collaboratively select a team design.Create: Build a prototype DAY 4: TEST WITH USERS Test: Present your design to users and gather feedback. Utilize

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stacy K. Firth

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

that accurately reflect the practice ofThe framework of 5 criteria becomes a system engineering without proper engineeringby which K-12 educators can evaluate the training can be difficult, potentiallyquality of an engineering activity. Educators miscommunicating engineering concepts toare introduced to and trained in using the students. Expensive third-party kits or "fun"framework during a professional development activities like Rube-Goldberg machines canworkshop. They work through qualityengineering activities and then rate other limit budgets and prioritize complexity overactivities that fit their subject or

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca D. Swanson, University of Nebraska - Lincoln ; Merredith D. Portsmore, Tufts University; Saundra Wever Frerichs, University of Nebraska - Lincoln; Ann O'Connor

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

introduce each engineering practice and lead educators through a brief (<30 min) series of questions and reflections on the individual practices. Learning Blasts and Video-Learning Modules both include videos of youth engaging in engineering, as tools for educator reflection. Learning Activities In this section of the website, users will find vetted, high-quality, engaging, and authentic engineering activities for youth. These activities are selected to support youth engagement in engineering practices and can be readily adapted to

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Povinelli, Syracuse University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

number of studies also found that high school students who participatedin Project Lead the Way, robotics club, or STEM activity experiences had no significant impacton retention [4] - [8]. Due to the complex and multifaceted nature of education, researchers arestill exploring the correlations and causation between various pedagogies and their impacts onstudent retention rates. For senior high school students, cultural norms and other external factorscan influence their motivation and habits [9] - [11]. Research studies have demonstrated thatinterventions such as goal setting, self-reflection, and providing feedback are effective inenhancing student motivation and academic achievement. At the highest level, these factorsinclude the preparedness

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)

through project or problem-basedlearning (PBL). Most of this section of the rubric draws from the “Ensuring Equity in PBLReflection Tool”[14]. This part of the rubric examines the degree to which students are allowedto exert agency and participate in team-learning environments that reflect real-world contextsand social impacts. The rubric encourages activities that engage every student, ensuring that alleducational experiences are hands-on and relevant to students' lived experiences andsocioeconomic backgrounds.Each of these sections contains specific items, totaling 27, which describe behaviors andpractices ranging from those that perpetuate inequity to those that foster an inclusive atmosphere.For example, under the "Head" section, item 1

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Graffin, Curtin University of Technology; Rachel Sarah Sheffield, Curtin University of Technology; Rekha Bhan Koul

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

draw upon disciplinary-specific or epistemic ways of knowing,designing, decision-making, collaboration, and communication within their social andcultural context [5]. These are reflected in their use of specific tools and approaches whileproblem-solving, modelling, prototyping, evaluating, and sharing design solutions [5], [12],[13]. Many engineers use notebooks or design journals to document their knowledgeconstruction and reflections as they engage in the engineering design process andcommunicate with various audiences [9], [13], [14]. Engineers learn how to use thesenotebooks through a process of apprenticeship within their professional community ofpractice and practical experience [5], [9], [12], [13], [15]. As such, the notebook can

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

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrienne Decker, University at Buffalo, The State University of New York; Monica McGill, CSEdResearch.org

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

CSEdResearch.org 1 adrienne@buffalo.edu, 2 monica@csedresearch.orgAbstractWe recently hosted a workshop that brought together 12 K-8 teachers who teach computer science(CS) and/or computational thinking and 12 CS education researchers. Since there is a known gapbetween practices that researchers study and practices that teachers implement in a learningenvironment, the purpose of our full-day workshop was to create a meaningful space for teachersand researchers to meet and explore each others’ perspectives. The dialogue was framed aroundteachers’ classroom experiences with researchers reflecting on how they could improve theirresearch practice. The workshop, held during the 2022 CS Teachers Association (CSTA)conference

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

in engineering practices?Educational Intervention and Study Context Data for this study were collected as a part of a funded research project that seeks tounderstand how rural elementary classroom teachers learn engineering content and practicesthrough professional learning experiences and how a subset of them take those experiences intotheir classroom. Over the course of three years, teachers from rural school districts serving theepistemic practices of engineering [4] through participation in classroom engineering activities,reflecting on them using both their “student hat” (as a learner) and “teachers hat” (as a teacher)[32], and through learning the specific engineering units they will teach. In this case, we use theYouth

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Garza; Cory Andrew Scarborough; Lovekesh Singh, Texas A&M University, Kingsville; Marsha Sowell, Texas A&M University, Kingsville; Mohammad Motaher Hossain, Texas A&M University, Kingsville

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

practices, 5)provided coaching and expert support, 6) offered opportunities for feedback and reflection, and7) was of sustained duration [6].As specialists in renewable energy and data science, engineering faculty and graduate students aswell as industry advisors provided a content focus and model for effective practices inresearching specific STEM content areas. This was accomplished by giving teacher-participantshands-on active learning opportunities to explore the research process. Boz [5] found this type ofsupport was key to professional development that led teachers from theory to actualimplementation of practice. Education specialists provided coaching, support, and feedback forthe creation of content modules. Collaboration and sustained

Conference Session

Bart's Big Plan: Engaging High Schoolers in Engineering Adventures ... Ay Caramba!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Jeritt Williams, Illinois State University; Matthew Aldeman, Illinois State University; Jin Ho Jo, Illinois State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

majors, referred to in the project and hereafter asdesigners. The designers’ perspectives, as examples of students who had chosen a STEM careerpathway, was of interest. They had gained access to STEM as a field of study and the researcherswere interested in whether their own pathways would be reflected in the activities they weredesigning. The other stakeholder group involved in the planning year was a group of teacherswho would become the afterschool facilitators of the STEM program. Those individuals valuedSTEM and students’ access to it. As a group that provided input and feedback on the activitiesthat were being developed, the researchers were interested in how their experiences andperspectives may or may not be reflected in the afterschool

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jubie Tan, State University of New York at Binghamton; Amber Simpson, State University of New York at Binghamton; Peter N. Knox, University of Vermont; Sawsan Werfelli, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

forexpanding students’ higher order thinking, potential for lifelong learning, and sense of agency intheir learning experiences. HoM is defined as a set of learned or internalized dispositions thatinform an individual's behaviors when confronted with challenges. This study addressed tworesearch questions: (1) Which HoM were articulated by children as they reflected upon theirparticipation in a home-based engineering program? (2) What patterns of the children’svocabulary align with the HoM framework? Observational methods were used to examine youngchildren’s reflections upon the process of completing low-stakes engineering projects in theirhome. The participants were 23 children ranging from kindergarten to eighth grade. After theyengaged in the ill

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 1: Partnerships Making It Real!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Anne E. Shea, Northeastern University; Christiane Amstutz

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

thecommunity, especially the needs of those who are under-served. It is reciprocal, valuespartnership, and recognizes the expertise brought by the community partner. It also includesreflection, which has been shown to enhance learning across academic subjects [14]. S-L isintegrated by educators in a way designed to meet needs and goals identified by the communitywhile being intricately linked with learning objectives and outcomes. Before, during, and aftertheir service, students also engage in structured reflection to help them gain further insight intocourse or program content, a broader appreciation of their academic disciplines, and a greatersense of civic responsibility.S-L relationships are mutually beneficialWhen properly implemented, service

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston ; Jerrod A Henderson, University of Houston - COE; Bereket Mego, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, including developing students’ funds of knowledgeand culturally responsive mentoring, supporting teachers in incorporating these practices intolesson planning and instruction. Pre-service teachers engaged in workshops, reflective journaling,interactive activities, and actual teaching experiences with students. Throughout the program,mentors were supported with training in culturally responsive mentoring practices to ensureongoing guidance.To assess the impact of this experience, data were collected through semi-structured interviewsconducted after the program and a post-program survey. Findings suggest that exposure to EDPand CRP with guided implementation experiences solidified participants’ beliefs, encouragedthem to apply these methods in real

Conference Session

Equity, Identity, and Pedagogy in Pre-College Engineering Education

Collection

2025 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; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

PCK to investigate connectionsbetween teacher backgrounds, personal PCK (pPCK), the personalized professional knowledgeheld by teachers, and enacted PCK (ePCK), the knowledge teachers draw on to engage inpedagogical reasoning while planning, teaching, and reflecting on their practice. Observation,interview, and survey data were triangulated to develop narrative case summaries describingeach teacher’s PCK, which were then subjected to cross-case analysis to identify patterns andthemes across teachers.Findings describe how teachers’ backgrounds translated into diverse forms of pPCK thatinformed the pedagogical moves and decisions teachers made as they implemented thecurriculum (ePCK). Regardless of the previous subject taught (math, science, or

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

and aparent of two. His research focuses on how youth develop and maintain interest in STEMeducation across formal and informal learning contexts. As a parent, educator, and researcher hehas experienced multiple moments of failure in all of those roles and tried to make sense of theintersection of theories around learning through failure, experiences in supporting learnersthrough failure and seeing his children and other kids and parents experience failure, particularlyin STEM. These experiences and extensive self-reflection influenced his input on the design ofthis intervention and the interpretation of data produced.ResultsGuided by our research questions ‘How was failure perceived by participating families?’ and‘What was the subsequent

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 4: Engaging Authentic Engineering Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University; Rachel E. Higbee, Purdue University at West Lafayette (PPI); Hillary E. Merzdorf, Texas A&M University; Siddika Selcen Guzey, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (COE)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

shown that learning activities that reinforce concepts help students understand thecontent they previously struggled to master [12]. This approach also improves theirunderstanding of concepts, the principles that link concepts, and the linking of concepts andprinciples to conditions and procedures for application [13]. It is critical to allow students torelate concepts to their application by providing realistic scenarios for students to solve usingtheir knowledge of STEM. Integrated STEM activities can foster self-regulated/self-directedlearning in several ways. One is by prompting students for explanations via guiding questions,which help students reflect upon and integrate the knowledge they require to solve the problem[14]. For the

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shauna Adams, Purdue University; Cristian Eduardo Vargas 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)

manufacturing, visits to local companies usingsemiconductors in their production lines, tours of local higher education fabrication andexperimental lab facilities, and designing and prototyping various microelectronic systems. Theprogram and participant experience were evaluated based on understanding students’ change intheir sense of belonging and self-efficacy, career aspiration, and knowledge and skills associatedwith the semiconductor ecosystem. Data collection involved pre-post survey results, students’daily evaluations of the program activities and reflections, and focus group responses.The analysis, employing inductive coding of responses and related pairs analysis on pre- andpost-survey sections, revealed positive outcomes. These findings

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

strategicallyintegrated into the entire TPP curriculum. A concerted effort to strengthen the TPP was enabledby a Noyce Track 1 project, with the goal that by graduation, our pre-service teachers are readyto teach as culturally responsive, effective and reflective educators. We piloted a new TPP coursefor pre-practicum experiences immersed in the community. While this paper is based on ourlocal context, some of our experiences and results might be transferrable or adapted for otherteacher preparation programs. STUDENT DEMOGRAPHICS: RACE/ETHNICITY K-12% Univ % 67.4 46

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Schettig, North Carolina State University at Raleigh; Marissa Franzen, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

drawings are valuable, they may not fully reflect the digitaltools and practices used in industry today. This study aims to bridge this gap by investigatingphysical and digital engineering notebooks in a technology and engineering education course. This research will examine the differences and similarities between physical and digitalnotebooks and evaluate their alignment with ITEEA Standards for Technological andEngineering Literacy. By investigating available resources, capabilities, and challenges of eachformat, this study seeks to inform effective practices for educators. Ultimately, this research willcontribute to developing an open-access digital notebook template, providing valuable resourcesfor educators to incorporate industry

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luis E Montero-Moguel, The University of Texas at San Antonio; Joel Alejandro Mejia, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

school students withopportunities to reflect on their physical and mental well-being?Conceptual Framework Funds of Knowledge. The concept of funds of knowledge emerged from the work ofVelez-Ibañez and Greenberg [4] who described the strategic and cultural resources and skillsutilized by Mexican American families in the U.S. Southwest. They described how these“specific strategic bodies of information” [4, p. 314], were utilized to ensure and maintain thewell-being of their families. For instance, they described families and their knowledge of folkmedicine to provide medical care for their families due to the lack of doctors and thediscrimination faced by Mexican Americans in rural areas in the Southwest. Eventually, Molland colleagues [5

Conference Session

Instructional Showcase

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Katie Spreitzer, Arizona State University; Sarah Bendok

Tagged Topics

Professional Interest Council (PIC)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

not necessarily reflect the views of the NationalScience Foundation.

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jiwon Kim, Purdue University at West Lafayette (COE); Woongbin Park, Purdue University at West Lafayette at West Lafayette; Abigail Erskine, Purdue University at West Lafayette (PWL) (COE); Knic Austin Royer, Purdue University at West Lafayette (COE); Hui-Hui Wang

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

elementary quantum concepts can be taught to middle school students using engineering practices. Previously, she participated in the CourseMIRROR project, in which she analyzed students’ reflection data both quantitatively and qualitatively.Woongbin Park, Purdue University at West Lafayette at West Lafayette Ph.D. student and former ETE teacher (8 years of experience)Miss Abigail Erskine, Purdue University at West Lafayette (PWL) (COE)Knic Austin Royer, Purdue University at West Lafayette (COE)Hui-Hui Wang ©American Society for Engineering Education, 2025Title: Evaluation of a 9th-grade Integrated STEM Curriculum Connecting Biology, Data Analysis with Excel, and Problem-Solving (Evaluation

Conference Session

Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan R Broberg, Purdue Applied Research Institute; Jose Capa Salinas, Purdue University; Susan Khalifah

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

space to support the adoption of evidence-based strategies, transfer of methodologies and tools,critical self-reflection of teaching practices, adoption of improved pedagogy by new instructors,and learning of innovative teaching techniques by more established instructors [3], [4]. Althoughmulti-lecturer courses bring these advantages to students and instructors, they can be difficult toplan, execute, and assess. Some of the challenges reported are consistent messaging, classhousekeeping, overlapping roles, the dominance of one discipline, loss of individual autonomy,and poor logistics [2], [5].This paper discusses a team-taught engineering course for pre-college students. Over the pastfour years, a team of three to five graduate student

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; Rachel Figard, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

further detail below. The data exploredwithin this case study included observations of the classroom teacher while teaching the e4usacurriculum, instructional materials, and reflections following instruction. Engaging in this case studyenriches the understanding of engineering pedagogy and supports the practices of other educatorsaiming to remove barriers and support SWDs in engineering education.Teacher Selection and School Site and The case study took place at a school that provides extensive educational and support servicesto children and adolescents who have autism, trauma disorder, and multiple disabilities. It is also one ofthe e4usa partner high schools that offer a pre-college engineering program to SWDs. Mr. Sagunoversees the

Conference Session

Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Jin, TechnoWizards; Parker Olkowski; James Chengda Lu, BASIS Shavano; Vincent Liu, Brandeis High School; Ilias M Bakri; Aditya Rao; Yu-Fang Jin, The University of Texas, San Antonio; Isabel Xu

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

, communication, critical thinking, and problem-solving within thecontext of robotic competitions.Furthermore, diverse themes in annual robotic competitions facilitate project-based learning(PBL) opportunities tailored to children of varying ages. PBL can serve as an effective vehicle tofacilitate student-driven knowledge acquisition, skill practice, and reflective inquiry. Thecombination of PBL and hands-on robotic competition empowers a promising direction that cango beyond traditional educational models, making STEM fields accessible and appealing to K-12students. It has been reported that students who gain technical skills in high school are betterprepared for both the job market and higher education opportunities [15-17]. Additionally, whenstudents

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, UC San Diego & eGrove Education; Kathryn Schulte Grahame, Northeastern University; Christiane Amstutz, Revere Public Schools; Anne E Shea, Northeastern University; Nathan Delson, eGrove Education; Elizabeth Rose Cowan, eGrove Education

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Education, 2025 Culturally Relevant Engineering Piñata Project for Elementary-Aged STEAM Programs (PK-12) (Work In Progress)AbstractThis paper presents an innovative, culturally-relevant STEAM education approach using apiñata-inspired engineering project for elementary-aged children. Implemented in California andMassachusetts, the project aims to broaden participation in STEAM fields, particularly amongtraditionally marginalized communities. By reimagining a historical artifact through STEAMprinciples, students learn spatial visualization skills, engineering design, and 3D shapeconstruction while personalizing their learning experience to reflect contemporary culturalidentities. The curriculum, piloted in various settings

Conference Session

Meet at Springfield Middle: Where Engineering Meets Education, Woozle Wuzzle!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Joanne K Olson, Texas A&M University; Karen E Rambo-Hernandez, Texas A&M University; Rachelle M Pedersen, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

therelease of the Framework for P-12 Engineering Learning (FPEL) developed in partnership withthe American Society for Engineering Education (ASEE & AE3, 2020) provide differentapproaches to the inclusion of engineering in K-12 settings. In order to provide more clarity onthe learning goals for engineering education, this paper uses a directed content analysis design toidentify the alignment of research and practitioner articles to the learning goals promoted in theNGSS (2013) and FPEL (2020). With a focus on formal middle school classrooms in the UnitedStates, this study addresses the following research questions: 1) What are the trends in articlesbeing published?; 2) How are the FPEL learning goals reflected in the literature?; 3) How are

Conference Session

Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

undergraduate engineering students toco-teach robotics lessons to fifth graders. Using a multiple-embedded case study approach, weexamine how the interactions and teaching roles within these partnerships influenced PSTs’teaching self-efficacy. Drawing on reflections, lesson recordings, surveys, and interviews, wepresent the cases of three PSTs—Lisa, Madison, and Kayla—who experienced varying levels ofpartner support and student engagement. Lisa and Madison were both compelled to lead roboticsinstruction due to perceived lack of support from their engineering partners, yet they experiencedcontrasting outcomes: Lisa struggled with disengaged students and malfunctioning robots, whichdiminished her self-efficacy, while Madison's success with highly engaged