Conference Session

Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!

Collection

2024 ASEE Annual Conference & Exposition

Authors

V. Sanchez Padilla, Virginia Polytechnic Institute and State University; Universidad ECOTEC, Ecuador; Lisa Schibelius, Virginia Polytechnic Institute and State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

manufacturing. Her research interests are influenced by her experiences in industry and are centered on team dynamics, conflict management, professional skills development, and intercultural awareness. She aims to leverage her industry experiences to bridge academia and industry through her research, teaching practices, and interventions aimed towards student and faculty professional development. As an artist, she is also interested in art, creativity, and expression in engineering. Her research also centers on non-traditional methods, transformation, and critical reflection - aspiring for more equitable and inclusive practices in engineering. ©American Society for Engineering Education, 2024

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dyanne Baptiste Porter, Georgia Tech Center for Education, Integrating Science, Mathematics, and Engineering (CEISMC); Jessica D Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Talia Capozzoli, Georgia Institute of Technology; Jeffrey H Rosen, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Pre-College Engineering Education Division (PCEE)

progress on implementation and ask questions of the project team andeach other. The check-ins served to obtain implementation data and foster a learning communityamong teachers. These informal discussions were recorded and summarized within one week ofeach discussion in order to share teacher feedback related to critical components, adaptations,and challenges with the project team. At the end of the first semester of implementation,researchers conducted semi-structured, in-person interviews, lasting 45 - 60 minutes. Theseinterviews were guided by a protocol including questions and follow-up prompts aligned to eachcritical component along with questions designed to elicit reflections on factors influencingimplementation. These interviews were

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeanette Chipps, Johns Hopkins University; Stacy S. Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education Division (PCEE)

occurred in spring andfall of 2022. During these conversations, administrators were asked to reflect on theimplementation of the e4usa program at their school, their personal experiences with thisprocess, and barriers or suggestions in expanding this program both locally and more broadly.The transcripts of these interviews and focus groups were analyzed using descriptive coding [1]by two researchers. During this process the codes were categorized and then emergent themeswere identified. The findings indicate that administrators have a range of personal experiencewith implementing this engineering program, and that often these experiences were reported as abenefit to the entire school. For instance, administrators often referred to connections made

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

. Figure 4: Multiple regression model for the longitudinal study of student grades in math and science and enrollment in high-level courses.Following the pilot programThe following areas of refinement have been identified after reflection and feedback: recruitmentof schools and districts should begin around September and October to allow time for schools toapply for funding. Training should include more hands-on opportunities to work through theactivities together. Balance the ratio of male to female students in the program by working withstudent peers and female teachers for recruitment. Sustainably expand the program to morelocations by cost-sharing with schools and training local teachers to run the programs. Sustainengagement

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Lauren Penney, Indiana University-Bloomington; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

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Diversity

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Pre-College Engineering Education Division (PCEE)

libraries toincorporate the STEM-kits as an extension of their existing programs.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1759259 (Indiana University) and Grant No. 1759314 (Binghamton University). Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] K. Rosa, K. LibGuides: Number of Libraries in the United States: Home, 2019. Retrieved from https://libguides.ala.org/numberoflibraries[2] V.R.Lee, “Libraries Will Be Essential to the Smart and Connected Communities of the Future,” in Reconceptualizing Libraries: Perspectives

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abigail Clark, Ohio Northern University; Rachel Louis Kajfez, The Ohio State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

leverage this information to support efforts to diversifythe engineering field.AcknowledgementsThis study was supported by the Battelle Engineering, Technology and Human Affairs (BETHA)endowment. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the BETHA endowment. Many thanks tothe Girl Scout staff members, volunteers, troop leaders, parents, and girls who made this researchpossible.References[1] Betty A. Sproule and H. F. Mathis, “Recruiting and keeping women engineering students: An agenda for action,” J. Eng. Educ., vol. 66, no. 7, pp. 745–748.[2] S. L. Blaisdell and M. Anderson-Rowland, “A Pipeline To Recruit Women Into

Conference Session

Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edward Collins, Non-profit; Rochelle L Williams, Graduate Fellowships for STEM Diversity

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Diversity

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Pre-College Engineering Education Division (PCEE)

for STEMdisciplines, thereby influencing their academic and professional choices in the future.Furthermore, the findings from Shaw and Barbuti' (2010) highlight the influential role of highschool performance in science and math in shaping students' persistence in STEM majors at thecollege level [4]. Strong performance in these foundational subjects not only indicates a solidgrasp of fundamental STEM concepts, but also reflects students' dedication and commitment topursuing STEM-related fields. This underscores the importance of early academic preparationand support in fostering a conducive environment for students to thrive in STEM disciplinesthroughout their educational journey.Additionally, short-term STEM program interventions, ranging

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alex Richard Duffy, Penn State University; Edward C. Smith, Pennsylvania State University

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Pre-College Engineering Education Division (PCEE)

mechanical systemscan be implemented by STEM educators on a broad scale. This method can inspire a lifelonginterest in STEM for students.IntroductionThe acronym STEM refers to four different technical subject areas: Science, Technology,Engineering and Mathematics [1]. Individuals working in STEM-related careers have beencredited with creating some of the most important contributions to societal advancement [2].Therefore, there will be a need for a substantial number of STEM professionals in the future.This demand has been reflected in future employment projections. The Bureau of LaborStatistics estimates that the total employment in STEM occupations will grow 10.8% between2022 and 2032. This figure far outpaces the overall employment growth rate of

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Karen Gareis, Goodman Research Group, Inc.; Charnee Bowens, Morgan State University; LaDawn Partlow, Morgan State University; Michel A Kornegay, Morgan State University; Kevin Kornegay, Morgan State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

featuring African Americans into its instructional materials. Deliberately choosingimages for instructional use can significantly impact the overall classroom culture. When studentsencounter lessons that reflect their own identities, they become more invested in the learning process(Aguirre, 2020). Furthermore, FACS instructors designed activities that drew on students' existingknowledge of a subject and connected with their personal experiences to create a meaningful bond withthe material and their peers. As Gay (2018) suggests, educators enhance their effectiveness by integratingtheir own and their students' previous experiences, community contexts, cultural backgrounds, and ethnicidentities into their teaching approaches. The implementation of

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amelia Yeo, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Sharyn Anastasia Limas, Nanyang Technological University

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Diversity

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Pre-College Engineering Education Division (PCEE)

(Hammack et al.,2024; Yeter, 2021).Teachers’ enactment of engineering-focused design principlesTeachers do not rely solely on speech during classroom instruction. They also use actions, suchas writing or drawing, and gestures. Here, we will use a definition of gestures widely adoptedwithin the educational and developmental psychology literature: movements of the hands/armsthat sometimes co-occur with speech but could also occur alone, revealing the mentalrepresentations of the speaker (Mcneill, 1992). Gestures not only reflect the thoughts of thespeaker (Hostetter & Alibali, 2008) but also have an impact on the listener’s comprehension ofthe speaker’s message (Hostetter, 2011). In STEM education, instructors’ gestures have beenfound to help

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas at Austin; Anjali Maguie Raghavan, University of Texas at Austin

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Diversity

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Pre-College Engineering Education Division (PCEE)

51 percent of students from Westlake High School, located in a more affluent area, endedup attending a major university in Texas, where those not included either did not opt into collegereporting, went out of state, or chose not to attend. In contrast, 24 percent of students fromEastside High School, a designated Title I school in the same region, fit into this metric [1]. Ingeneral, most Title I schools have a significantly lower proportion of students who pursue highereducation for various reasons, including insufficient resources, socioeconomic factors, and a lackof exposure to the college process. Reflecting this, a Post-Secondary Executive Summarypublished by Austin Independent School District found that students who submit at least

Conference Session

Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jialing Wu, Vanderbilt University; Medha Dalal, Arizona State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

Number [EEC-1849430 & EEC-2120746]. Any opinions, findings andconclusions, or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect those of the NSF. The authors acknowledge the support of the entire e4usaproject team.References[1] “The Standards | Next Generation Science Standards.” Accessed: Feb. 07, 2024. [Online]. Available: https://www.nextgenscience.org/standards[2] “Employment in STEM occupations : U.S. Bureau of Labor Statistics.” Accessed: Feb. 07, 2024. [Online]. Available: https://www.bls.gov/emp/tables/stem-employment.htm[3] “Motivational factors predicting STEM and engineering career intentions for high school students | IEEE Conference Publication | IEEE Xplore

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Penn State University, Harrisburg; Brittany Anderson, Penn State University, Harrisburg

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Diversity

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Pre-College Engineering Education Division (PCEE)

recruiting students.Workshop SessionsAs mentioned in the introduction, the pedagogical techniques employed in all of the workshopsare active-learning student-centered methods. Session contents are determined by the instructorsbased on what they determine is most effective to introduce their topics and disciplines. Sessionsnormally include lecture presentations followed by activities that teach the concepts throughdemonstration or experiment that the students perform themselves. The session descriptionsbelow are reflections of the 2023 workshop. A particularly important component of the programthat makes this possible is the inclusion of teaching assistants that are current undergraduatestudents. These teaching assistants, close in age to the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Joanne K Olson, Texas A&M University

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Pre-College Engineering Education Division (PCEE)

practice" [5, p. 11]. For example, popular K-12 engineering activities like designinga tower to hold weight or building a roller coaster to meet criteria are often repeated acrosselementary, middle, and high school grades without clear learning progressions [5]. Whileengaging, such building projects generally promote a tinkering approach to develop a workingprototype [6], [7], [8] that does not reflect the work of expert engineers [9], [10]. To support thedevelopment of more authentic engineering learning outcomes and goals in K-12 settings,previous studies have engaged engineering experts, such as professional engineers [11] andphilosophers of engineering [12]. This study builds on that work by exploring the perspectives ofengineering university

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jose Capa Salinas, Purdue University; Morgan R Broberg, Purdue University ; Danielle N. Wagner, Purdue University; Joshua Carpenter, Purdue University

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Pre-College Engineering Education Division (PCEE)

better understanding of the engineering design process.Tags: pre-college, engineering, engineering design process, innovation, creativity, high schoolINTRODUCTIONFor decades, the US has identified a shortage of engineering professionals. The nationaldiscussion on the shortage of engineers in the market started as early as 1959, with empiricalevidence of the need for more engineers and scientists to meet the demands of the growingcountry [3]. The conversation initially focused on increasing the workforce to compete withother countries [4]. Recently, the conversation shifted toward the need for skilled engineers whobring new ideas and perspectives to the profession. Reflecting this trend, stakeholders, includingNAE [5], NSPE [6], and ASEE [7], are

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Maria Perez-Piza, University of Texas at El Paso

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Diversity

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Pre-College Engineering Education Division (PCEE)

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tristan Robert Straight, Wartburg College; Jennah Meyer, Wartburg College; Ibukun Samuel Osunbunmi, Utah State University - Engineering Education; Bolaji Ruth Bamidele, Utah State University; Murad Musa Mahmoud, Wartburg College; Kurt Henry Becker, Utah State University - Engineering Education; Jonathan D. Phillips, Utah State University

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Pre-College Engineering Education Division (PCEE)

R. Koestner, “Examining how parent and teacher enthusiasm influences motivation and achievement in STEM,” The Journal of Educational Research, vol. 113, no. 4, pp. 275–282, Jun. 2020, doi: 10.1080/00220671.2020.1806015.[7] D. Reider, K. Knestis, and J. Malyn-Smith, “Workforce Education Models for K-12 STEM Education Programs: Reflections on, and Implications for, the NSF ITEST Program,” J Sci Educ Technol, vol. 25, no. 6, pp. 847–858, Dec. 2016, doi: 10.1007/s10956-016-9632-6.[8] K. Perez, “Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design,” Ph.D., Florida Atlantic University, United States -- Florida, 2018. Accessed: Feb. 13

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael R. Odell, University of Texas at Tyler; Li Feng, Texas State University; Christopher Thomas, The University of Texas at Tyler; Eric Stocks; Patrick Massey, Michigan State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

organizations. However,participation in the STEM workforce still does not reflect population demographics.The research literature provides an evidence-base that early STEM experiences canimpact K-12 students intention to enroll in STEM degree programs. Over the last twodecades pre-college engineering programs and pathways have been developed toprepare K-12 students for engineering degree programs at the post-secondary level. Asecondary goal of these pathways was to broaden interest in engineering professionsand diversify the engineering pipeline. Pre-college programs that provide a positiveSTEM experience may increase the pipeline and diversity of students interested inpursuing STEM at the postsecondary level. The Project Lead the Way Program(PLTW) is

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dayna L. Martínez, Society of Hispanic Professional Engineers, Inc.; Esther Gonzalez; Deanna Drako; Andrea D. Beattie; Ashleigh Tierney; Enrique Guzman; Kimberly D Douglas P.E., Society of Hispanic Professional Engineers, Inc.

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Diversity

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Pre-College Engineering Education Division (PCEE)

SHPE’s Virtual STEM Labs: Engaging and inspiring Hispanic youth to pursue STEM degrees and careers.Background/MotivationSolving the world’s most pressing and complex issues, including the recent pandemic, climateand environmental challenges, and sustainable economic development, is dependent on scientificinnovation. This need is reflected in Science, Technology, Engineering and Mathematics(STEM) occupation growth which has increased 79% since 1990 and is projected to grow by10.8 percent by 2031 [1]. To meet these labor market demands, the United States hasconsistently invested over $500 million dollars in STEM education specifically since 2019 withan emphasis on programs that increase participation of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary E. Loveless, Baylor School; Louie C. Elliott; Benjamin H. Holt; Ramon Antonio Herrera; Elizabeth Burnette

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Pre-College Engineering Education Division (PCEE)

literature, problem solving, timemanagement, etc…) and 2) to ramp up research project (learn more about the topic, begin initialexperiments, etc…).As students entering Research I: Engineering may be at different phases of the project, phases oflearning material, and previous exposure to specific learning material, goals and progress areassessed individually through a series of assessments shown in Figure 3. Figure 3. Assessments for Research I: Engineering that target time and project management. Each level decreases in frequency (daily, weekly, monthly) but increases in weighting.A “WID/WIN” stands for “What I Did / What I Need” and is a daily reflection that answers fourquestions: 1) What did I do today? 2) What will I do tonight to progress

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell

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Diversity

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Pre-College Engineering Education Division (PCEE)

, 2023 Determining the Efficacy of K-12 and Higher Education Partnerships (Evaluation)Abstract Engineering students and professionals in the United States do not reflect the country’sdemographics. Women and minority students remain largely underrepresented. To help diversifythe STEM pipeline, it is essential students are exposed to and engaged in STEM active learningexperiences in K-12. This is especially effective when post-secondary institutions partner withK-12 schools. Establishing the partnership can be challenging as the institutions must havecongruous objectives, determine who is responsible for what, and define success similarly. Toaddress this set of issues, a program partnership rubric was

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sopheak Seng, Purdue University, West Lafayette

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Pre-College Engineering Education Division (PCEE)

(2015) students problem: using duct tape to design journals and reflection prevalent in elementary students. create wallets, tote bags, water writing. bottle holders, and school - 3 themes of fixation: folders. - Analysis of field notes fixated on common features of from classroom observation everyday objects, fixated on pop using the cooperative learning teen culture, and fixated on 1st

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)

Water in the CommunityStatement on Identify-First Language We are intentionally not using person-first language in the manuscript. This is a complex issue,however, autistic individuals have expressed a strong preference for the use of identity-first language18-20.Purpose Specifically, the work in progress presents preliminary reflections on the collaboration with AutismAdvisors and results from focus groups and surveys collected from Community Collaborators as theybegin to engage in the project.Methodology and Analytic ApproachParticipantsAutism Advisors The project engages 5 autistic individuals in the role of Autism Advisor. Several of the AutismAdvisors have support from their family members. With a background in VR

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Garth V Crosby, Texas A&M University; Maram H Alaqra, Sharjah Education Academy ; Pamela Simmons-Brooks, Texas A&M University; Morgan H. Krauss, Texas A&M University; Shelly Tornquist, Texas A&M University; Bugrahan Yalvac, Texas A&M University

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Pre-College Engineering Education Division (PCEE)

similar to the one discussed in this paper. Acknowledgment of Support & Disclaimer This material is based upon work supported by the National Science Foundation under Grant No. 2215770. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. References [1] NGSS Lead States. Next generation science standards: For states, by states. Washington, DC: The National Academies

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jialing Wu, Vanderbilt University; Nicolas Leger, Florida International University; Stacy S Klein-Gardner, Vanderbilt University

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Pre-College Engineering Education Division (PCEE)

tolook into that and how exactly they're doing all of that, I think that would have been reallyinteresting just personally”, and another student said, “... if there was a way to better explain, likewhat each part does, and more detail, to help show the math behind it, because at the end of theday, it's coding, but it's also a lot of math involved with creating those different models.” Thestudents' demands reflected a desire to increase the intrinsic load in “non-code” modes activelywhile reducing the intrinsic load in “code” modes. The MATLAB activities aimed to reducestudents’ intrinsic load by designing student activities primarily based on hidden code modes,emphasizing interaction rather than mathematical research. Therefore, there was only a

Conference Session

Instructional Showcase

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aaron Richardson, University of Connecticut; Todd Campbell, University of Connecticut; Marina A. Creed, UConn Health and UConn School of Medicine; Kristina M. Wagstrom, University of Connecticut

Tagged Topics

Diversity, Professional Interest Council (PIC)

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Pre-College Engineering Education Division (PCEE)

still exists and can be detected by other means. A model shows that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects.STEP 2. Identify the relevant performance expectations that you are working toward. 3-LS4-4–Populations live in a variety of habitats, and change in those habitats affects the organisms living there 5-ESS3-1–Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. 3-5 ETS1-1–Define a simple design problem reflecting a need or a want that includes specified criteria for success

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicolas Léger, Florida International University; Stacy S Klein-Gardner, Vanderbilt University; Bruk T Berhane, Florida International University

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Pre-College Engineering Education Division (PCEE)

reflects findings from Botelho et al., who suggest that the educational use of a computersimulation is the emphasis on exploring by running the simulation numerous times. This allowsstudents to examine various scenarios and assumptions as part of the “theory-buildingprocess”[13]. This then allows the students to gain some hands-on experience at the comfort oftheir computer, with the flexibility of running the model as many times as needed. It also allowsthem to take note of their iterations as part of their scientific inquiry (See Appendix A Fig 2.).Additionally, an interesting finding was that teachers reported that some students interacted withthe MATLAB live scripts interface as a “game” and showed some level of excitement using it.This is

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 9: Practices of Mentorship & Liaisons

Collection

2023 ASEE Annual Conference & Exposition

Authors

Deanna Bailey, Morgan State University; Michel A. Kornegay, Johns Hopkins University ; LaDawn Partlow, Morgan State University; Charnee Bowens; Karen Gareis, Goodman Research Group, Inc.; Kevin Kornegay, Morgan State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

responsive classroom, a key component is student assessment and feedback. The curriculumdeveloper integrated proven teaching strategies to ensure the camp instructor allowed students to reflect,assess understanding of concepts at checkpoints, and obtain feedback. Formative and summativeassessments were used throughout the program to assess student knowledge and comprehension. Examplesof formative assessments incorporated in each lesson included low-stakes quizzes, student polls, and exittickets. Participants also engaged in open-ended discussions with peers to help increase comprehension oflearned concepts and encourage critical thinking.At the end of the program, summative assessments given to participants included a cumulative activity anda final

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)

ExplorerSummer Programs in Year Two. The opinions expressed in this paper reflect those of the authorsand do not represent the views or opinions of other individuals within the University of Florida.All work from this program is original.References[1] B. Rogoff, M. Callanan, K. D. Gutiérrez, and F. Erickson, “The Organization of Informal Learning,” Rev. Res. Educ., vol. 40, no. 1, pp. 356–401, Mar. 2016, doi: 10.3102/0091732X16680994.[2] M. Callanan, C. Cervantes, and M. Loomis, “Informal learning,” WIREs Cogn. Sci., vol. 2, no. 6, pp. 646–655, 2011, doi: 10.1002/wcs.143.[3] C. Jackson et al., “Equity-Oriented Conceptual Framework for K-12 STEM literacy,” Int. J. STEM Educ., vol. 8, no. 1, p. 38, Jun. 2021, doi: 10.1186/s40594-021-00294-z.[4

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)

) reported thatwomen are underrepresented in the STEM workforce compared to the proportion of womenwithin the U.S. population, only accounting for 16% of engineers and 26% of computer andmathematical scientists [3]. Improving the diversity of the STEM workforce could foster newideas and perspectives, catalyzing the design of more inclusive and innovative engineeringsolutions that reflect the needs of a diverse society, similar to how corporate firms with gender-diverse boards showed higher innovation performance [4]. There has been significant progressover the years to encourage women’s representation in STEM, including summer camps andorganizations such as Women in Science and Engineering (WISE). Summer camps hosted on university campuses