Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Gehr, Purdue University, West Lafayette; Tamara J Moore, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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Pre-College Engineering Education Division (PCEE)

].While the workforce continues to expand, teenagers still show disinterest in entering themicroelectronics industry [6]. According to Social Cognitive Career Theory (SCCT), students’awareness and motivation of working in a certain field will only increase if multiple exposureopportunities are provided [7]. Without an increase in the upcoming generation’s motivation topursue careers in the microelectronics workforce, the plan to continue expanding ourinvolvement in this industry will suffer.We propose that embedding engaging microelectronics content into existing middle and highschool curriculum will increase student awareness of and interest in the field. This work inprogress will evaluate 11 units that are implemented during the 2023 – 24

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeffrey D Radloff, SUNY, Cortland

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Pre-College Engineering Education Division (PCEE)

related foci. Encouragingly, PSTs came to recognize sustainability in terms ofenvironmental stewardship and social responsibility, consistent with the EOP framework (TheLemelson Foundation, 2022) and as emphasized in the stories. When writing the stories, wehighlighted what motivates sustainable engineers to carry out their work (Gottschall, 2012; Raoet al., 2020). PSTs also formed more detailed understandings of sustainability (Gannon et al.,2022), gained related self-efficacy (Menon et al., 2024), and planned to use stories in their ownfuture classrooms. The stories supported PSTs’ disciplinary literacy (Silvestri et al., 2021).Our work thus far indicates promising areas for further exploration and scaling up. As wecontinue to implement the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jialing Wu, The Ohio State University; Medha Dalal, Arizona State University; Adam R Carberry, The Ohio State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

0.6365 0.9404 0.6801 Intentions & Future Plans 0.9635 0.7280 0.9727 0.9316 Outcome Expectations 0.5980 0.5902 0.9934 0.8975 Support & Barriers 0.0805 0.4568 0.1836 0.5968Note:A P-value less than 0.05 is flagged with 1 stars (*); A P-value less than 0.01 is flagged with 2 stars (**).The ANOVA results showed that in the pre-survey data, male and female students hadstatistically significant differences across most constructs, including engineering curiosity,engineering identity, engineering interest, intentions & future plans, outcome

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)

students’ participation in a two-week summerworkforce development program focused on microelectronics (Work in Progress)Overview of the project:This study explored the impact of a stipend on high school students’ participation in a two-weeksummer workforce development program focused on microelectronics. The two-week programwas part of a Midwest economic development organization’s multi-tier plan to attract newcompanies to their region focused on the semiconductor and microelectronics industries. As partof this plan to attract this new industry, the regional economic development organization fundeda two-week workforce development program for high school students to learn more aboutsemiconductors and microelectronics and career pathway options

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xingchen Wei, Vanderbilt University; Jialing Wu, The Ohio State University; Stacy S Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education Division (PCEE)

can significantlyimpact one's learning abilities and experiences; Behaviors represent actual actions that can beobserved or measured [13]. This model is commonly applied in psychology, education, andhealthcare to demonstrate how individuals' learning processes relate to their actions. It has provenparticularly effective in increasing positive attitudes towards patients' self-management and infacilitating measurement and intervention in psychological research [14] [15].By introducing the KAB model, we aim to better understand parents across the three dimensions andexplore how the model can support students' engineering education during the pre-college period. Wealso plan to examine the context to build corresponding dimensions within the model

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 11: Summer Camps and more!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Ling P.E., Pennsylvania State University; Maureen Kelliher; Jonathan Michael Broyles, Pennsylvania State University; Ryan L. Solnosky P.E., Pennsylvania State University; Heui Young Park; Lily X. Li, Pennsylvania State University; Baraa J. Alkhatatbeh; Lorine Awuor Ouma

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Diversity

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Pre-College Engineering Education Division (PCEE)

20 years, the UnitedStates has faced a shortage of engineers [11]; part of the reason is exposure in the K-12 Settings [12]. Overthis same time period, a significant number of Pre-college STEM initiatives have been established tostimulate interest in STEM disciplines and improve the coordination of efforts between K-12 and highereducation. Of the many established initiatives, effective recruitment tools for STEM majors include: K-12school outreach, University open house sessions, hands-on workshops, competitions and demonstration,and summer camps [9]. The idea of using summer camps to promote STEM disciplines is not new [12]. A review of theSTEM summer camp literature by Kuyath [13] yielded several themes related to the planning

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)

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Pre-College Engineering Education Division (PCEE)

communication and teamwork to work through six pre-defined steps: Define the problem,learn about the problem, plan a solution, try a solution, test a solution, and decide whether thesolution is good enough. To motivate students and foster intrinsic motivation, each unit beganwith a letter from a "client," often a university or company, asking this group of young scientistsand engineers to help them solve a problem with real-world environmental and societal impact.The next 4-7 lessons in the unit focused on interactively introducing STEM concepts. TheseSTEM concepts equipped students with the background knowledge to develop design solutions,followed by a Design lesson for creating prototypes, a Test lesson for making hypotheses aboutthe design's

Conference Session

Homer's Handy Homework: STEM Adventures from Sofa to School, Mmm... STEM

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, Binghamton University; Sawsan Werfelli, State University of New York at Binghamton

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Pre-College Engineering Education Division (PCEE)

materials for the districts to utilize, including SeeSawannouncements, teacher emails, and social media content. Each of these materials featured avideo introducing our team and offering an overview of the program. As this study took placeduring the pandemic, we did not target our recruitment to any one social group. Subsequently,for families that expressed interest, we held Zoom meetings with each family to discuss logisticalaspects and acquire both adult consent and child assent.Between January 2020 and April 2020, families actively engaged in completing 4-6 engineeringkits designed by the researcher team within their home settings. These kits were structured tolead families through an engineering design process - research, plan/design, create

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Gesche Neusel, Bonn-Rhein-Sieg University of Applied Sciences; Steven McAlpine, University of Maryland Baltimore County; Jamie R Gurganus, University of Maryland Baltimore County

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Diversity

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Pre-College Engineering Education Division (PCEE)

STEMschool subjects in general significantly lower than in the group of other school subjects. Thismain-effect can be classified as a large effect [6].The main-effect between the two samples is also significant (F(1, 55) = 12.45, p < .001,𝜂𝑝2 = .18). In result, the school-sample rates their competence in school subjects in generalsignificantly lower as the female pupils who plan to participate in a P12-activity. This main-effect can be classified as a large effect [6].Additionally, Figure 7 shows a significant ordinal interaction between the two subject groups andthe two samples (F(1, 55) = 18.19, p < .001, 𝜂𝑝2 = .25). This shows that pupils from the schoolsample rate their competence in engineering & computing related STEM subjects as

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler S. Love, University of Maryland Eastern Shore; Andrew John Hughes, California State University, San Bernardino

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Diversity

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Pre-College Engineering Education Division (PCEE)

, there were no significant differences between the twogroups. Supplemental post-survey questions revealed that while most participants indicated theyplan to integrate more physical computing concepts within their courses, no significantdifferences existed between male and female teachers’ intentions to integrate such concepts. Thisstudy contributes to the limited literature on P-12 physical computing research within the U.S. Ithas implications for improving physical computing PD efforts offered by higher educationinstitutions and engineering education programs. Moreover, it provides some insight into males’and females’ attitudes toward physical computing, which can help inform the planning of futurephysical computing design challenges and PD

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

workshop that bringstogether teachers and researchers. In our search for research and materials, we were unable to findpublications that covered this type of workshop. Finding none, we designed our workshop basedon research conducted on ways to engage two or more groups. Our initial planning discussionssurfaced our main tenet in the workshop design. We wanted to center and focus on the teacherperspectives and experiences. For researchers, we wanted them to better understand the needs ofthe teachers while they were designing their future research projects.2.1 GoalsWe started our development of workshop activities by creating goals for the participants first andthen designing activities that would achieve those goals. We wanted to ensure that the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adam W Davidson, Duke University; Kip D. Coonley, Duke University

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Diversity

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Pre-College Engineering Education Division (PCEE)

students enjoyed and highly valued their experience. Teachers were supportiveand recommended expanding the program to other schools.We adapted a college-level lab experience to make it more accessible to high school students andenhanced the campus tour to provide them with a holistic view of university life. We have foundthat the key takeaway from this initiative is the ease and success of the endeavor. Our programrepresents a new contribution to pre-college engineering education by providing high schoolstudents with hands-on exposure to engineering concepts and a glimpse into life as collegestudents. Our future plans include making this an annual event, expanding it to other schools andstudent communities, and improving non-lab activities to

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

and Human Resources (EHR) and the Division of Human Resource Development (HRD)called for increased accessibility to and diversity of science, technology, engineering, and mathematics(STEM) fields and STEM education to include marginalized and underrepresented people1. In the NSF2022-2026 Strategic Plan, Strategic Goal 1 aims to broaden the participation of the "Missing Millions" orunder-served, underrepresented, and marginalized populations to fully participate in STEM2. Furthermore,the Committee on Equal Opportunities in Science and Engineering (CEOSE) is charged by the UnitedStates Congress to advise NSF to increase the full participation of women, historically underrepresentedracial and ethnic populations, and neurodiverse individuals

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Loke, Nanyang Technological University; Jeffrey D Radloff, SUNY, Cortland; Ibrahim H. Yeter, Nanyang Technological University

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Pre-College Engineering Education Division (PCEE)

: whatperceptions and attitudes related to AI usage contribute to PSTs‘ consideration of it as aneducational tool? Implications are provided in the ensuing discussion.Qualitative FindingsFirst, we analyzed the 26 empirical studies to better understand PSTs’ perceptions of AIintegration into STEM education. This qualitative analysis focused on identifying PSTs’perceptions, experiences, and challenges in considering adopting and implementing AI withinSTEM lesson plans. The results revealed several unique themes that are summarized below.Opportunities and Concerns in AI-integrated STEM educationThe first theme that emerged was the collective agreement among PSTs for more proactive useof AI tools in teaching methodologies. According to Kannan (2022), for

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Fethiye Ozis Ph.D., P.E., ENV SP, Carnegie Mellon University

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Diversity

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Pre-College Engineering Education Division (PCEE)

, Teach for Americaprovides PreK-12 lesson plans for teaching sustainability [10].Ozis et al (2022) introduced a tangram-puzzle activity in the classroom of civil andenvironmental engineering students to introduce the paradigm shift necessary to implementsustainability practices into traditional engineering design and construction [11]. Theinnovative and engaging pedagogy that nurtures “thinking outside the box” is needed for allproblem-solvers. This activity can be used to teach the concept of sustainability, thinkingoutside the box, and a paradigm shift for the affective domain [12], for students to learn thenecessary attitudes, values and motivations to implement new ways of thinking, problemsolving, and designing. Normalizing failure by

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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Diversity

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Pre-College Engineering Education Division (PCEE)

practical applications of clean energy. • Day 4: Robotics Integration and Industry Insight o Morning: Robotics assembly and motion planning exercises. o Afternoon: Guest lecture by the City of Tallahassee’s clean energy representative. • Day 5: Operational Carbon and Closing o Morning: Workshop on operational and embodied carbon, followed by solar panel assembly. o Afternoon: Post-survey, graduation ceremony, and distribution of certificates. Figure 1. Empowered Clean Energy Summer Camp ScheduleData Collection Tools and TechniquesTo assess the camp’s impact, data collection included both quantitative and qualitative methods: • Pre- and Post-Surveys

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Stacy S Klein-Gardner, Engineering for US All

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Pre-College Engineering Education Division (PCEE)

add value to society. ● Identify and analyze issues when bringing a solution to scale. Blue Thread: Engineering Professional Skills ● Use various engineering communication methods. ● Collaborate effectively in a team. ● Develop, implement, and adapt a project management plan. Green Thread: Engineering Design ● Identify and describe a problem that can be solved with a potentially new product or process. ● Identify appropriate stakeholders and content experts and evaluate their input. ● Plan and conduct research by gathering relevant and credible data, facts, and information. ● Articulate appropriate STEM practices and principles in the design ● Evaluate

Conference Session

Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael Thomas Vaccaro Jr, University of Connecticut; Mikayla Friday, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. This profile may be updated, allowing the LLM to incorporate changes inpreferences over time. We conclude the paper with a brief discussion of middle school students’perceptions of this framework and its potential implications for engineering education.A Framework for Implementing Personalized Learning Using Large Language ModelsIn this section, we present a two-agent framework designed to leverage LLMs for PL. As pastresearch has shown, LLMs often exhibit enhanced performance when multi-step reasoning tasksare addressed through a structured sequence of sub-tasks. For instance, Luan et al. [10] achievedenhanced performance in robot task planning using LLMs when one agent first decomposedcomplex requests into single-objective actions before a

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

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Pre-College Engineering Education Division (PCEE)

are both important toengineering and generative in the classroom [2], [4], [5]. Our group has reported oninvestigations looking closely at several of these [6]–[8]. To effectively engage elementary students in engineering practices to learn disciplinarycontent and crosscutting concepts, high-quality curriculum needs to be available and accessibleto all, and teachers need to participate in professional learning opportunities. Those learningopportunities should not only include them as learners experiencing engineering as a novice butshould also include pedagogies that are effective for scaffolding design projects and supportingstudents through the process of asking, planning, creating, testing, and improving. One of thoseinterventions

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)

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Pre-College Engineering Education Division (PCEE)

, knowledge, or attitudes learned in onesituation to another learning situation [5]. While the concept and practice of transferring learninghave always been intrinsic to educational objectives, it was not until it was defined as an explicitgoal of education plans that it was formally named. Fundamentally, ToL asks students to applytheir learning to contexts different than where they originally learned them [3]. ToL is central inengineering education, given the complex nature of problems in engineering and the tailored,problem-specific solutions they demand. In engineering classrooms, learners must applyfoundational concepts creatively and flexibly in varied contexts [6]. ToL can be promotedthrough strategies like inquiry, problem-based, or project

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Olivia Lancaster, University of Florida; Areesha Razi, University of Florida; Nancy Ruzycki, University of Florida

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Pre-College Engineering Education Division (PCEE)

undergraduate mentors who joined remotely.Building Sustainability in Year TwoThe GGEE team understood that a shift toward more sustainable practices and partnershipswould allow for the program to continue into another year and expand across the state. Whenplanning for the second year of GGEE summer programs, the following areas were identified tobuild out a preliminary sustainability plan: 1) methods to recruit interested schools and districts,2) increase program ownership by schools and districts, 3) engage cost-sharing partnerships, 4)recruit students to participate in programs, 5) research and program assessment, and 6) providingmultiple opportunities for students to return to the program. These six factors were chosenthrough a deconstruction of the

Conference Session

Flaming Moe's Influence: Bio-Inspired STEM Explorations, Hot Stuff!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jin Yong Kim, University of Michigan; Szu-Tung Chen, University of Michigan; Jacqueline Hannan, University of Michigan; Hannah Larson, University of Michigan; Hyesun Chung, University of Michigan; Tisha Jain, University of Michigan; Maria Fields; Sheryl S Ulin, University of Michigan; Leia Stirling, University of Michigan; X. Jessie Yang, University of Michigan

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Diversity

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Pre-College Engineering Education Division (PCEE)

discussion with a question to the students, asking them how they arrived at theIOE building that day. The students volunteered answers about their mode of transportation, suchas taking the bus or driving with a parent. This initiating question prompted a conversation abouthow the vehicle operator knew how to get to the destination in the most efficient way possible.The discussion about the mode of transportation transitioned into a conversation aboutnavigation applications and their route-planning algorithms. The familiar topic of navigationapplications served as a starting point for curiosity about how the “best” route is selected.Students volunteered answers about the factors that the algorithm might consider when selectingthe best route, such as

Conference Session

Homer's Epiphany: Making STEM Elementary Woo-hoo!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diallo Wallace, Purdue University; Tamara J Moore, Purdue University; Audeen W. Fentiman, Purdue University; Morgan M Hynes, Purdue University

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Diversity

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Pre-College Engineering Education Division (PCEE)

design process serves as a framework for young students to learn science.An engineering-driven STEM unit, consisting of 14 (50-minute) class periods taught in a 6th-grade science class, requires students to work in teams to implement the EDP and learn scientificprinciples needed to meet a goal. Building on the real-world premise of a freight train derailingand spilling its cargo of various minerals into a lake, students plan, design, and iterate ondecision tree processes for sorting, identifying, and recovering the spilled minerals to find theoptimum solution. As students learn about mineral properties and the value of non-renewablemineral resources from the teacher’s presentations, the information is used to support evidence-based reasoning for

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

: Inclusion/exclusion criteria for papers. Criteria were determined prior to searching. Inclusion Criterion Justification K-12 participants The study should focus on outreach to pre-college participants, since this population is the most common demographic for STEM outreach and may be the most likely to change career plans toward STEM. This included adults studying K-12 content. STEM program * The studied program or activity should be focused on introducing participants to STEM, either overall or in one aspect. If there is no STEM content, STEM attitudes are unlikely to change. Outreach ** The activity

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)

of the lessons were the mostintimidating to implement. One teacher, for example, expressed nervousness about leading the“imagine and plan” phase, saying, “I was actually most nervous to do the imagine and planportion because I was like, ohh, how’s this gonna go?” However, her doubts were quicklydispelled as the students exceeded her expectations: “They actually did come up with a plan andthen they executed the plan, and that ended up being the easiest lesson we did. They were likethe most engaged in that lesson, and that was so amazing.”Changes in Confidence and Beliefs about Teaching Engineering Over the course of the unit, the participants were able to realize their students’capabilities as well as their own. Throughout the project

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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Diversity

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Pre-College Engineering Education Division (PCEE)

Vision, Partnerships, Goals & Metrics, Leadership & Communication, andExpansion & Sustainability (INCLUDES National Network, n.d.). It focuses on identifying STEMparticipation challenges, especially for underrepresented groups, and developing solutions. Strongpartnerships ensure those most affected are involved. Clear goals and data-driven strategies tracksystemic change. Leadership is distributed, emphasizing communication and conflict resolution. Theinitiative also plans for long-term expansion and sustainability to build a more diverse scientific workforce.Statement on Identity-First Language Person-first language (e.g., individual with autism) is intentionally not being used in themanuscript and in the entire project

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)

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Pre-College Engineering Education Division (PCEE)

howto integrate STEM disciplines using a biomimicry context with engineering design as highschool students would experience in an integrated lesson. Teachers also collaborated during thesecond week of the PD to create their own integrated STEM units co-taught the next school year.The following school year, researchers, educators, and industry partners collaborated to providea variety of STEM learning opportunities to support these teachers in unit plan implementation.A total of 43 STEM teachers participated in the project, and 20 integrated STEM lessons wereimplemented in 47 STEM classrooms over three years (2016-2019 academic years).TRAILS researchers learned much from the participants of the TRAILS 1.0 program within amidwestern state

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

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Pre-College Engineering Education Division (PCEE)

itprovides a basis for building communities. I will return to the idea of creating an SELaware classroom in part 5 of the framework.Part 1: Intentional Grouping Almost every career-oriented role requires collaboration skills; setting studentsup for success using intentionally created student-selected groups is an essential startto any culturally aware STEM classroom. Intentional grouping involves several differenttools that help teachers ensure student success. Brown, et al, write: “When teachers aremindful of the important aspects of group dynamics, such as size, ability, gender, andrace, and plan teams accordingly, every student—particularly those from marginalizedbackgrounds—is set up for success [5].” Teachers need to consider the

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

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Pre-College Engineering Education Division (PCEE)

. They also completed the M-EDSI (amodified version of the EDSI) to measure their EDTE. Results from the pre-test (M = 49.6, SD =22.9) and post-test (M = 82.0, SD = 13.1) indicate that PSTs’ participation in an engineering-focused K-8 science methods course significantly improved their EDE, t(169) = 19.7, p < .05.Similarly, there was a statistically significant increase in PSTs’ EDTE after participating in thecourse (M = 83.0, SD = 13.3) compared to before (M = 42.5, SD = 25.2), t(169) = 21.0, p < .05.The findings suggest that exposing elementary PSTs to multiple engineering design activitieswithin science methods courses improves their EDE and EDTE. Implications of the results andfuture research plans are discussed in the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah K. Bauer, Mercer University; Cheng Zhu, Rowan University; Courtney A. Lemasney, Rowan University; Amanda Yannarella, Rowan University

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Diversity

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Pre-College Engineering Education Division (PCEE)

Workshop today. I hadto let you know how much she enjoyed it. She talked about it all the way home and then repeatedeverything to her mom. She has been talking about becoming an engineer for several yearsnow. The one volunteer who worked for NASA during her career really impressed her as she isinterested in mechanical engineering, especially robotics. She said all the engineering studentteachers were wonderful. Congrats on a job well done!”Program ContinuationThe overall success of the first year of the SWEET Program is very promising for the workshopleaders and engineering students involved. In future SWEET workshops, the team looks forwardto hosting additional in-person workshops at Rowan University. The workshop team plans toincorporate the