Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University

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Pre-College Engineering Education Division (PCEE)

(Wei et al.,2013). The Centers for Disease Control and Prevention (CDC) and Autism and Developmental DisabilitiesMonitoring (ADDM) Network report that 1 in 36 children (Maenner et al., 2020). As a spectrum disorder,autism presents uniquely in each individual, with variations in social skills, verbal and nonverbalcommunication, restrictive and repetitive behaviors, and sensitivity to environmental stimuli. To increasethe recruitment and retention of autistic individuals in the engineering workforce, further supports need tobe provided at every stage of the educational journey. Kouo et al. (2021) highlighted the scarcity ofresearch on the perspectives of engineering educators and proposed strategies (e.g., accommodations,modifications) to

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of Cincinnati

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Pre-College Engineering Education Division (PCEE)

resources students bring to the field [1, 2]. Current research hasincreasingly called for more focused exploration of the role language plays in shapingengineering education, particularly in dual language contexts [2-4]. Despite the growing numberof students classified as English Learners1 (ELs) in the U.S. over the past 10 years [4], theintersection of language and engineering education remains underexplored, perpetuating thenotion that linguistic practices and engineering content should remain separate [2, 5]. Thisseparation not only marginalizes students from culturally and linguistically diverse backgroundsbut also limits the field’s potential for fostering inclusive and transformative learningexperiences.The prevailing ideology that language

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rasha Malaeb, American University of Beirut; Elsa Maalouf, American University of Beirut; Aya Mouallem, Stanford University; Jana Sabra, American University of Beirut

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Pre-College Engineering Education Division (PCEE)

influences seemed toimpact women’s decisions to apply for and pursue undergraduate engineering studies bothnegatively and positively. Moreover, young women seemed to favor a major over another based-on job market prospects and particular encouragement from parents and educators to justify theirpreferences. Finally, we discuss the implications of our findings on the roles of differentstakeholder entities involved in young women’s undergraduate education decisions. We alsopropose recommendations for high schools and university outreach programs to improve theinclusivity and appeal of undergraduate engineering programs to young women applicants inLebanon specifically, and in the MENA region more broadly.1. Background1.1 Related Work / Literature

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Wells, Arizona State University, Polytechnic Campus; Dina Verdin, Arizona State University, Polytechnic Campus

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Pre-College Engineering Education Division (PCEE)

forsupporting underrepresented students in engineering. Future work should explore the longitudinaleffects of such interventions and investigate additional factors that may influence the developmentof students’ social impact beliefs among migratory students.IntroductionMany students graduate from high school without taking a single engineering course or gainingformal engineering experience [1]. Lack of engineering access is a problem that is especiallypronounced in under-resourced schools, where a majority of students qualify for free or reduced-price lunches [2]. Systemic inequities further exacerbate the problem, as these schoolspredominantly serve low-income and minoritized communities, creating disproportionate barriersto engineering education for

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Kristin Roher, University of California, Irvine; Liang Li Wu, University of California, Irvine

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Pre-College Engineering Education Division (PCEE)

theprofessional development seminars. Preliminary survey results from the pilot groupdemonstrated that exposure to the experiential learning project in the program benefited thestudents’ understanding of engineering and positively impacted their confidence and interest indesign and fabrication. Based on the survey results, a path forward is discussed to improve thecurriculum for future offerings of the program. 1Introduction:STEM K-12 educational summer camp programs expose students to potential educational pathsthat they can pursue in higher education [1]. This exposure is proposed to be highly motivatingfor students, as it is designed to provide them with

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alex Gonce, Texas A&M University; Abigail Tran, Texas A&M University; Advay Bhattacharya, Texas A&M University; Meet Mahesh Gamdha, Texas A&M University; Michael S Rugh, Texas A&M University

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Pre-College Engineering Education Division (PCEE)

limits, trigonometry, and geometry during a STEM summer camp to middle schoolstudents, an audience not immediately targeted by the EVG itself. In VL, the player is immersedin a “3D environment where they must solve a series of increasingly challenging calculusproblems in order to stop the geomagnetic storms threatening their planet’s survival” (Thomas etal., 2017, see Figure 1 and Figure 2).Figure 1In-game Screenshot of Player Character Looking at SceneryFigure 2Example of a Puzzle From VLMethodsParticipants Participants were 30 middle school students that were a part of a university STEMsummer program. Participants played Variant: Limits on university-provided computers for aweek, for approximately an hour and thirty minutes every day in

Conference Session

Innovations and Inclusion in Pre-Service and Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bree Jimenez, Baylor University; Ginevra Courtade, University of Louisville; Christine M Cunningham, Museum of Science; Jennifer Marie Fosbinder, University of Louisville; Mary Rathmann, University of Louisville

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Pre-College Engineering Education Division (PCEE)

engineering and early numeracy instruction for students with developmental disabilities.Ginevra Courtade, University of LouisvilleDr. Christine M Cunningham, Museum of Science Dr. Christine Cunningham is the Senior Vice President, STEM Learning at the Museum of Science, Boston. She an educational researcher who works to make engineering and science more equitable and understandable, especially for underserved and underrepresented populations.Jennifer Marie Fosbinder, University of LouisvilleMary Rathmann, University of Louisville ©American Society for Engineering Education, 2025 1 Developing Inclusive

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Duncan H Mullins, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

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Pre-College Engineering Education Division (PCEE)

teacher went from being a novice in engineering tounderstanding that problem solutions require multiple iterations. Furthermore, we discovered thatthis teacher was already infusing some translanguaging practices in her class environment.Implications of this work include a better understanding of how elementary teachers navigate thechallenge of teaching engineering to students and how these teachers specifically plan for,scaffold, and include the engagement of their multilingual students within these lessons.IntroductionMultilingual students comprise 10.1% of US students, and this number is projected to increase[1]. Often emergent English speakers are not afforded the same opportunities as monolingualEnglish speakers due to deficit-oriented

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Paula Moore; Stacey Sexton; Deborah Boisvert; Sabah Bhatnagar; Nicole Jessica Rees, Massachusetts Department of Elementary and Secondary Education; Shaileen Crawford, CSforMA

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Pre-College Engineering Education Division (PCEE)

embedCS education more deeply into the core course of study for K–12 students. CS skills are nowessential in preparing students for future opportunities and navigating a world increasinglyreliant on rapidly evolving technologies [1], [2], [3]. Students equipped with these skills possesssignificant advantages in both the job market and broader societal contexts [2], [4]. As the needto equip students with computer science skills intensifies, many states find themselves at acritical juncture. Initiatives aimed at voluntarily incorporating computing education into schoolcurricula have plateaued and often fall short of addressing persistent disparities in participationbased on gender, race/ethnicity, and income. To broaden access and promote equity

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andri Christodoulidou, University of Connecticut; Stephany Santos, University of Connecticut

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Pre-College Engineering Education Division (PCEE)

psychologicalfactors and academic performance is discussed in relation to future directions in Bridge impactassessment. Even though the results of the present study are specific to the present program’scontent and goals, they can be informative to the value and assessment of similar programsaiming at student success in college.1. IntroductionA considerable amount of research consistently emphasizes that academic preparation is asignificant predictor to student retention and successful completion of academic degree. Forexample, Geiser & Santelices (2007) found that high school grades predicted studentperformance during the first year in college and degree completion outcome. Similarly, in ananalysis of longitudinal data collected over a span of twenty

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Geling Xu, Tufts Center for Engineering Education and Outreach; Mohammed Tonkal, Tufts University and Kind Abdulaziz University; Chris Buergin Rogers, Tufts University

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Pre-College Engineering Education Division (PCEE)

tasks to bothsubgroups and the class as a whole. Additionally, we observed students having high motivation,with everyone focusing on their duty and remaining engaged.Based on our initial analysis, we found that the structure of the systems engineering project andthe use of the project board supported students in developing their coordination and organizingskills. We found that: 1) students were able to coordinate, define their roles, stay focused, andcomplete their duties with less teacher supervision; 2) students from different subgroups wereable to sit together, share, and listen to each other, understand the other teams’ roles in theoverall project, and collaborate effectively as a new group to design new tasks; and 3) students inthe task

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois Chicago

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Diversity

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Pre-College Engineering Education Division (PCEE)

instruction to createclassroom curricula aligned with the Next Generation Science Standards (NGSS). The specificobjectives of the program are to: 1. Enhance teachers’ bioengineering content knowledge and pedagogical skills. 2. Enable teachers to translate laboratory research into practical, NGSS-aligned curricula. 3. Address educational equity by preparing teachers to better support diverse, urban student populations.Adopted in Illinois in 2014 to be in effect by the 2016-17 school year, NGSS required complexcurriculum planning on the part of districts. The framework relates science to students’ everydaylives, ensures students learn about being careful consumers of scientific and technologicalinformation, and prepares them with the skills

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University at West Lafayette (PPI); Julie Robinson, University of North Dakota; Jenna Gist, Purdue University; Min Jung Lee, University of North Dakota; Tugba Boz, Indiana-Purdue University; Stephanie Oudghiri; Lauren Cabrera, Purdue University at West Lafayette (PPI)

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Pre-College Engineering Education Division (PCEE)

DakotaDr. Tugba Boz, Indiana-Purdue University Dr. Tugba Boz works as a postdoctoral scholar at PURDUE UNIVERSITY.Stephanie OudghiriLauren Cabrera, Purdue University at West Lafayette (PPI) ©American Society for Engineering Education, 2025 One Teacher’s Approach to Supporting Multilingual Learners Through Community-Connected Engineering Design (Fundamental)1. IntroductionThe NGSS highlights the importance of connecting engineering to place and context to supportthe learning and engagement of all students in STEM [1]. A Culturally Relevant EngineeringDesign (CRED) Framework [2] that allows students to solve meaningful problems throughengineering in their local

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ricardo Moreira; Tommaso Verdiglione, Wentworth Institute of Technology; Saurav Basnet, WentWorth Institute of Technol; Tahmid Latif, Wentworth Institute of Technology

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Pre-College Engineering Education Division (PCEE)

and hobbyists alike [1-2]. These skills may prove to be crucial in preparingstudents for their future education and careers. As such, education and tools in robotics may helpwith encouraging and attracting them to science, technology, engineering, and mathematics(STEM) fields, improve retention rates, and facilitate their learning [3].Many educational robotic kits are commercially available for purchase. However, many of thesekits could be made affordable for purchase, especially by underserved or low-incomecommunities. These may lack some prominent features, including guided instruction modules orAuthors Ricardo Alves Almeida Moreira and Tommaso Verdiglione contributed equally to this work.lesson plans. This means the users may have to

Conference Session

Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Kate Rotindo; Baba Amin Ojuok, The Uhuru Academy; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Chaz Romeo Padilla; Nasir Randall, Morgan State University; Krystle Dunn

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Pre-College Engineering Education Division (PCEE)

Education, 2025ENHANCING LEARNING OUTCOMES FOR AFRICAN AMERICAN STEM LEARNERS ​ 1 Enhancing Learning Outcomes for African American STEM Learners Through the African-Centered STEM Education Model (Evaluation) African Americans have a rich history of contributing to Science, Technology, Engineering, andMathematics (STEM). Bailey and Holly (2023) highlight that this legacy originates millions of years agoin Africa, evidenced by innovations such as tools for securing food, protective devices against danger,lunar and solstice tracking mechanisms, structures aligned with celestial phenomena, and mathematicalwritings that reveal an advanced understanding of operations and geometry. Despite challenging periodsin African

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University

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Pre-College Engineering Education Division (PCEE)

technologies to reduce CO2 emissions and the carbon footprint ofenergy production [1, 2]. However, despite advancements in clean energy technologies,underrepresentation persists among minority groups in the STEM and clean energy sectors.Addressing this disparity is critical to fostering a diverse and innovative workforce that drivesclean energy solutions [3, 4].Research underscores the role of early exposure to STEM education in shaping students'academic interests and career aspirations, particularly through hands-on, experiential learning [5-7]. Summer camps have proven to be effective platforms for fostering STEM engagement,combining structured curricula with interactive activities to enhance interest and confidenceamong participants. These programs

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

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Pre-College Engineering Education Division (PCEE)

teaching other subjects or from careers in other fields. Among the manyvariations influencing engineering teaching practices is pedagogical content knowledge (PCK),defined as the “the knowledge of, reasoning behind, and enactment of the teaching of particulartopics in a particular way with particular students for particular reasons for enhanced studentoutcomes [1]”. This multiple case study explores the PCK of five middle school engineeringteachers implementing the same middle school engineering curriculum, STEM-ID. The 18-week STEM-ID curriculum engages students in contextualized challenges that incorporatefoundational mathematics and science practices and advanced manufacturing tools such ascomputer aided design (CAD) and 3D printing, while

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Karen Flammer, University of California, San Diego; Cindy Mui Perez, University of California, San Diego; Mimi Phùng, University of California, San Diego

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Pre-College Engineering Education Division (PCEE)

of online STEM education and offerrecommendations for future iterations of similar courses.Background The percentage of young adults with bachelor’s degrees has doubled over the past fiftyyears, yet this achievement varies substantially by race, ethnicity, and family socioeconomicstatus [1]. Key predictors of college attainment are rooted in students’ beliefs in their ability andthe skills they develop to engage in college-level courses [2]. Structural differences in highschool offerings and disparate access to advanced coursework lead to inequality in educationalpathways. With a commitment to reduce these inequalities and provide access to high-qualityeducational opportunities, UC San Diego launched an initiative, Discover. The

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Kristen B Wendell, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach; Chelsea Joy Andrews, Tufts University

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Pre-College Engineering Education Division (PCEE)

messages for people like themselves.Keywords: Design-Based research; Multilingual/Multidialectal Learning, Engineeringcommunication, Pre-college, Climate technology designIntroduction Across geographies and time, young people have been active participants in vocalizingcomplex global challenges that impact their communities [1] and [2]. From youth civil rightsactivists in the Southern United States in the 1950s and 60s leaving school during the school dayto protest racial injustices [3] to Greta Thunberg sounding the alarm and engaging in civildisobedience to raise awareness about climate change [4] and [5]. Although youth have beenhistorically active and are sometimes taught climate science and engineering in schools whileexperiencing

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yubin Lee, Purdue University at West Lafayette (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Tori Constantine, Purdue University at West Lafayette; Deana M. Lucas, Purdue University at West Lafayette; Emily M. Haluschak, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Morgan M. Hynes, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE)

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Pre-College Engineering Education Division (PCEE)

verticalalignment process is detailed in Appendix A. Each district’s VA plan addressed the following key questionsdeveloped by the workforce development organization: 1. What robotics, coding/programming, electronics, and engineering tools will students use, and what skills will they learn at this grade level? 2. How will you expose students to careers in the semiconductor industry? 3. What employability skills are important at this grade level, and how will they be developed? 4. What additional resources or connections will you incorporate?The VA plans outlined how semiconductor-related activities and career connections would be implementedfor an entire school year, covering grades K-12. Two example summaries of district VA plans are providedin

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

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Pre-College Engineering Education Division (PCEE)

classroom settings, and clarified their approaches to culturallyresponsive and student-centered STEM teaching. This work contributes to our understanding ofenhancing pre-service and in-service teacher education, supporting the development of diverse andinclusive STEM learning environments. 11. IntroductionTeacher beliefs play a critical role in shaping instructional practices, as established by Dewey(1933) [1] and Rokeach (1968) [2]. Building on Bandura's social cognitive theory (1986, 1997)[3], which highlights the influence of outcome expectancies on actions, this study examines howpre-service teachers’ beliefs evolve and inform their engagement with

Conference Session

Expanding STEM Access and Belonging: Programs and Practices for Inclusive K–12 Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maricruz Zepeda - Wilson, The University of Arizona, College of Engineering; Cori Dennis, The University of Arizona, College of Engineering

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Pre-College Engineering Education Division (PCEE)

, particularly amongunderrepresented groups, and considers their effectiveness in enhancing students’ self -efficacy asengineers.IntroductionAs a land grant university [1] and Hispanic Serving Institution (HSI), The University of Arizonaaims to serve a diverse student population and to engage the community in programs thatincrease awareness and access to post-secondary programs. The College of Engineering (COE)’slong-running dual enrollment and summer camp programs, Engineering 102 in High School(ENGR 102HS) and Summer Engineering Academy (SEA), focus on pre-college access toengineering with the goal of inspiring students to pursue Science, Technology, Engineering andMath (STEM) careers after high school.In this paper, we examine ENGR 102HS and SEA. We

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephanie Elaine Ott-Monsivais, University of Illinois at Urbana - Champaign; Joe Muskin, University of Illinois Urbana-Champaign

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Pre-College Engineering Education Division (PCEE)

-PS4-4).This curriculum unit introduces students to engineering, solving a real-world problem andcreating a seemingly complex device that all students succeed in finishing. The unit is roughly a20-hour scaffolded module in which high school students design a stereolithographic 3D printerfor additive manufacturing. Our approach ensures all students can succeed by focusing ondesigning to meet specific requirements, not to win a competition. The project is team-based andallows for built-in redesign opportunities, which reflects both the collaborative and the iterativeprocess of real-world engineering. Figure 1. SLA printer setup (left). The PowerPoint slides are projected onto the surface of the resin solution to build a part layer by layer

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aysel Guliyeva, The Institute of Education of the Republic of Azerbaijan; Ibrahim H. Yeter, Nanyang Technological University

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Pre-College Engineering Education Division (PCEE)

young children. By addressing thesegaps, the research hopes to provide valuable insights into how early education can better equipteachers and children for a future shaped by AI. As AI continues to influence the globaleducational landscape, fostering awareness and foundational skills from a young age is critical,ensuring children are prepared for the digital future. This research addresses two key questions:1) What are early childhood teachers' perceptions regarding AI in Azerbaijan? 2) What are thekindergarten teachers' suggestions for incorporating AI tools more effectively in the K-schoolsetting? A qualitative method approach was employed. A systematic sample of 16 teachers fromdifferent regions of Azerbaijan was selected for semi-structured

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bruce Wellman, Purdue University at West Lafayette (COE); Yash Ajay Garje, Purdue University – West Lafayette (College of Engineering); Morgan M Hynes, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaCappelli, C. J., Boice, K. L., & Alemdar, M. (2019). Evaluating University-Based Summer STEM Programs: Challenges, Successes, and Lessons Learned. Journal of STEM Outreach, 2(1), 1–12. https://doi.org/10.15695/jstem/v2i1.13Friedman, A. D., Melendez, C. R., Bush, A. A., Lai, S. K., & McLaughlin, J. E. (2017). The Young Innovators Program at the Eshelman Institute for Innovation: A case study examining the role of a professional pharmacy school in enhancing STEM pursuits among secondary school students. International Journal of STEM Education, 4(1), 17. https://doi.org/10.1186/s40594-017-0081-4Hora, M. T., Wolfgram, M., Huerta, A

Conference Session

Building Engineering Identity and Practice in Rural and Pre-College Contexts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hengtao Tang, University of South Carolina; Yingxiao Qian, University of South Carolina

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Pre-College Engineering Education Division (PCEE)

printing experience influenced their self-efficacy in the engineeringdomain. Three themes emerged from the qualitative data. Theme 1: Hands-on learning increased engagement Students overwhelmingly reported that the hands-on nature of 3D printing madeengineering concepts more engaging and understandable. Many described the experience as“exciting” and “fun,” emphasizing that physically designing and printing objects helped them seehow engineering applies to real-world problems. “I never thought I would enjoy engineering, but 3D printing made it more interesting. Seeing my design come to life was really cool.” “Usually, I find science and math boring, but when I got to create my own design and see it printed, I

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

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Pre-College Engineering Education Division (PCEE)

students bolsteredhers. Kayla, in contrast, developed self-efficacy over time through a productive partnership witha supportive engineering student. These cases highlight the complex relationship between partnerdynamics, teaching roles, perceived success, and self-efficacy development. Implications forsupporting PSTs in engineering-integrated experiences are discussed. Introduction Nationwide engineering and coding standards in K-6 curriculum [1], [2] make instructionin these subjects essential for elementary teacher preparation. Along with content andpedagogical knowledge, preservice teachers (PSTs) need a belief in their ability to teach, alsoknown as teaching self-efficacy [3], [4]. Accordingly

Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue University at West Lafayette (PPI); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Molly H Goldstein, University of Illinois Urbana-Champaign; Rick Hill, University of Detroit Mercy; Imani Adams, Purdue University – West Lafayette (College of Engineering); Vanessa Blas, University of Illinois at Urbana - Champaign; Victoria Constantine, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University at West Lafayette (COE); Rachel E. Higbee, Purdue University – West Lafayette (College of Engineering); Joshua E. Katz, University of Illinois at Urbana - Champaign; Maxwell Lee Beach, University of Illinois Urbana-Champaign; Deana Lucas, Purdue University at West Lafayette (COE); Christine H. McDonnell, Purdue University at West Lafayette (PWL) (COE); Azizi Penn, Purdue Engineering Education; Brian Povilus, University of Illinois at Urbana - Champaign; Bruce Wellman, Purdue University at West Lafayette (COE); Tugba Abanoz, Visiting Scholar to Purdue University at West Lafayette (COE), Ankara University Faculty of Educational Sciences; JaKobi Burton, Purdue University – West Lafayette (College of Engineering); Anne DeLion, Purdue Engineering Education; Jennifer Heap, Purdue Engineering Education; Rena Ann Sterrett, Purdue Engineering Education

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Pre-College Engineering Education Division (PCEE)

; Formative • Opportunities for evidence of understanding Assessment through performance tasks Moore, T. J., Guzey, S. S., Hynes, M. M., Douglas, K. A., & Strimel, G. J. (2024). Microelectronics Integration Curriculum Development Framework. https://nanohub.org/resources/39164 SCALE K-12 Curriculum 1 Trekking Through the Periodic Table (8th – 10th, Science) ME Fuse: semiconductors, materials used in microchips, circuits using breadboards and