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)

-code.html (accessed Jan. 12, 2023).[37] A. Stych, “Science: STEM badge planned, Girl Scouts CEO says,” bizwomen, May 19, 2017. https://www.bizjournals.com/bizwomen/news/latest-news/2017/05/science-stem-badge-planned- girl-scouts-ceo-says.html?page=all (accessed Jan. 12, 2023).[38] J. E. Stake and K. R. Mares, “Evaluating the impact of science-enrichment programs on adolescents’ science motivation and confidence: The splashdown effect,” J. Res. Sci. Teach., vol. 42, no. 4, pp. 359–375, Apr. 2005, doi: 10.1002/tea.20052.[39] S. Lopez and W. Goodridge, “The State of Engineering Integration in K-12 Science Standards: Five Years After NGSS (Fundamental),” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; James R. McCusker Ph.D., Wentworth Institute of Technology; Suzanne Sontgerath, Wentworth Institute of Technology; Ilie Talpasanu

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Pre-College Engineering Education Division (PCEE)

, testing its movements, andpicking up/dropping off/transporting objects using the Workcell. The laboratory work wascarried out by the students in groups of two. The school of engineering provided completesupport in terms of equipment and software required for the program.The weekly plans of the robotics program are shown in Table 2. Students worked onAutonomous Vehicle for four times (12 hours), Robotics modeling for five labs (15 hours), andeight labs for VEX Robot (24 hours). One of the challenging factors that we encountered wasfaculty involvement. Since the participating faculty already had a full teaching load during theSummer, it was difficult to arrange lab content in a way that was both meaningful and coherent.As a result, the program

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Filiz Demirci, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

teaching goals and objectives. C. General Pedagogical Knowledge refers to knowledge of teachers about generalprinciples and strategies such as classroom management and learning theories (Viiri, 2003: 353).It is a general form of information about different theories about how students learn, classroommanagement, lesson plan development and implementation, and assessment of students'understanding (Shulman, 1986; Koehler & Mishra, 2008, 2009). This knowledge requires teachersto understand cognitive, social, and developmental learning theories and how to apply them tostudents in their classrooms (Koehler & Mishra, 2008, 2009). D. Contextual Knowledge refers to knowledge of students’ specific learning contextsworks departmental

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Nanyang Technological University; Xue Jia Xie, Singapore University of Technology and Design; Jeffrey D Radloff, The State University of New York at Cortland; Michael Jin Khoo

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Pre-College Engineering Education Division (PCEE)

, published inEnglish between 2011 and 2023, and relevant to the research question. A content analysismethod was applied to examine the articles (n = 27) that satisfied the inclusion criteria. PSTs'perceptions of integrated STEM education were influenced, according to preliminaryfindings, by the following variables: (a) prior knowledge and experiences with STEMeducation; (b) beliefs about STEM education; (c) perceived benefits and challenges ofintegrated STEM education; (d) available support and resources; and (e) professionaldevelopment opportunities. The paper also addresses the theoretical and educationalimplications of the results for the planning and implementation of integrated STEMprofessional development programs for policymakers and

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)

surveys andsummative tests reveal that the implementation of Culturally Responsive Teaching (CRT) strategieswithin the FACS program positively impacts the enthusiasm for and comprehension of cybersecurityamong African American female students. Therefore, we plan to incorporate more CRT strategies such asfamilial engagement. As it stands, parents are only engaged during the recruitment process and the firstday of camp. A few activities during future iterations of the program will include parents. These activitiesmay be completed at camp and/or at home. We also plan to recruit more industry partners to providestudents with real-world problems to solve and an opportunity to form relationships with cybersecurityprofessionals.CULTURALLY RESPONSIVE

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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Pre-College Engineering Education Division (PCEE)

had received prior trainingin delivering the program. The materials used in class consisted of a storybook narrating thebackground of a real-world problem that students had to work together in groups to solve usingcommonly available objects. The lesson centered on the hands-on construction of a solutionusing a 5-step framework of “questioning, planning, implementing, concluding, and reporting”adapted for younger children from the engineering design process (Cunningham & Lachapelle,2016).In total, videos on 12 different lesson topics were available for analysis. For each of the 12topics, there were videos from two different classrooms. Each classroom featured a differentteacher. For this work in progress, we selected three lesson topics

Conference Session

Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!

Collection

2024 ASEE Annual Conference & Exposition

Authors

John M Mativo, University of Georgia; Ramana Pidaparti, University of Georgia; Kimberlee Ann Swisher

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Pre-College Engineering Education Division (PCEE)

incorporate input, process, output, and feedback. An example lesson plan alignedwith Georgia standard MS-ENGR-TS-3 is given . The lesson is found here:https://docs.google.com/document/d/1YdD24XDFRItQPckJDSn0L0l7OH6AiWL-aRIats-JA9U/editHer lessons depict the richness of the GauGAN’s NVIDIA Canvas where by it can be used tosketch and customize an image. The customizing aspect is very important because each studentcan highlight their input and make it visible to others. This aspect is critical in engineering andtechnology because visualization adds a sense of the design details. Students seem to benefit byinteractive environment where they can modify or manipulate variable to attain their interestedgoals. This is more engaging than only viewing

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

informed by the coaches’ understanding of the tournament judging process,but they stressed that they wanted the children to make their own decisions about what toinclude. This was reflected in how Claire facilitated the team’s curation of a product notebookfor tournament judging in the final weeks of the competition season. Following hersuggestion, each team member sat down with Kevin (a team leader and a strong writer) todiscuss what information was important to share with the judges. Kevin created a colourfulproduct notebook in Microsoft Word™, typing up his team members’ contributions based ontheir verbal conversations and process notebook entries. He also included robot photos, codescreenshots, drawings, a robot game mission strategy planning

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)

workshop and howwhat they learned would impact their future career plans. Table 1 shows the 2023 workshopschedule and the following paragraphs provide brief descriptions of workshop sessions.Mathematics: During this session, students learned about coding theory, history and technology.Students were taught integers modulo and cut out two wheels to make their own ciphers. Acipher is an algorithm for encrypting or decrypting messages. During this time, studentsencrypted their own messages and let other students decrypt them. Students also learned aboutcryptology through other ciphers like the affine ciphers and other ways of encryption anddecryption like error correcting code and public key encryption. In addition, vectors and matriceswere also

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Valentina Kuskova, University of Notre Dame; Sugana Chawla, University of Notre Dame; Robyn Brenza Kress; Stacy Garrett-Ray; Kim R Jassem MHA, MSDA, PMP, Ascension Foundation

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Pre-College Engineering Education Division (PCEE)

to senior strategic planning analyst at major Fortune-200 companies. Following a master’s in applied statistics and a PhD in business and decision sciences (both from Indiana University, Bloomington) she had spent over 10 years in academia. In addition to academic responsibilities of research and teaching, she was the founding director of a network-analytic think tank, and founded and supervised two master’s programs in advanced analytics. She has a lot of experience working for corporate clients such as Coca-Cola, McDonalds, Volkswagen, Association of European Business, and many others, where she has held the roles of PI, co-PI, or advanced analytics methodologist. She is passionate about using science for the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

similarities and differences in student use of physical and digital engineering notebooks? 2.​ How do engineering notebooks align with the practices outlined in the Standards for Technological and Engineering Literacy? Students in this sample first received lessons on the common elements typically requiredin an engineering notebook. These elements included: defining the problem, brainstormingsolutions, selecting a solution, planning the solution, constructing and testing a model, usingfeedback to make improvements, and communicating the solution. In addition to these lessons,they also explored the practices associated with technological and engineering literacy asoutlined in the Standards for Technological and Engineering Literacy

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

. Strategies for reflective practices , safe learningenvironments, and group management are to be observed and practiced.” The pre-service teachersare told that the main course aim is to develop authentic relationships with K-12 students and tolearn from them. The course is structured such that weekly scheduled class time is at a CBO site(for a total of 18 hours). The university community service van is utilized to avoid challengeswith transportation. One of the course instructors does significant planning ahead of time todevelop all the logistics (e.g., paperwork, K-12 and university school schedules) and to establishthe pre-practicum experiences to have shared goals and expectations with the CBOs. The pilotclass ran in Spring 2024 with 7 pre-service

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)

, Autumn and Daniela described their plans to speak and writein both Spanish and English in their final artifacts. Autumn communicated in English andsometimes used colloquialisms in her everyday speaking during class time and Daniela is abilingual Spanish and English communicator but spoke almost exclusively in English during ourobservations. For their final artifact, Autumn and Daniela’s main message was about reducingcarbon emissions in Pepperville. They described their plans for including Spanish and English intheir final artifact. Interviewer OK. What audience did you choose? Daniela We want to do like Pepperville cause I could voice-over. Autumn is going to voice-over with like English, and I can voice-over Spanish

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 2: Let's Get Thinking Computationally

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jordan Williamson; Monica McGill, CSEdResearch.org

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Pre-College Engineering Education Division (PCEE)

guidance counselors) attend the SCRIPTworkshop. They received guidance on implementing sustainable practices for AP CSP andcybersecurity learning experiences for their cadets, including recruiting cadets. Figure 1: Four year Air Force JROTC cadet experience in the JROTC-CS Project.The school teams then took their plans back to their schools and implemented them. Thisincluded starting to offer a foundational AP CSP course in the fall semester, having guidancecounselors recruit cadets into the new CS course, and leveraging the JROTC instructor and cadetmentorship to encourage cadets to take the new foundational CS course and participate inWilliamson, McGill

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 2: Let's Get Thinking Computationally

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaina Katherine Mabie; Monica McGill, CSEdResearch.org; Brenda Huerta, Bradley University

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Pre-College Engineering Education Division (PCEE)

teachers felt the need tochange the curriculum of CS-related subjects to be able to integrate easier.Ahmed et al. conducted a qualitative study (2017-2020) on a teacher PD project that enabled themMabie, McGill, Huerta ASEE 2023to plan, execute, and evaluate lessons that integrate programming into different subjects, butprimarily mathematics [25]. Primary school teachers (n=28) completed all of the lesson plancourses and submitted a detailed presentation of each of their lesson plans, including analog,robot, and block-based programming through Scratch or Scratch Jr. Five categories emerged:didactic methods of the teachers, math content, programming language and tools

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University

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Pre-College Engineering Education Division (PCEE)

through remotelearning [5]. Educational system recovery measures from the pandemic and subsequent studentoutcomes are just starting to emerge but early research, as cited above, indicates that thepandemic has undoubtedly impacted students and teachers [6].New Curriculum FrameworksIn April 2016, the Massachusetts Department of Elementary and Secondary Education adopted anew Science and Technology/Engineering (STE) Curriculum Framework [1]. Since severalyears would be required for standardized test questions to align to the new science standards,some school districts began planning in 2013 when the new draft standards were published forpublic review and comments. However, despite some school districts beginning the processearly, most did not

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher

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Diversity

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Pre-College Engineering Education Division (PCEE)

integrate multiple disciplines, fostering a holistic understanding of complex issues [6]. 4. Collaboration: Group work enhances social skills and knowledge retention through peer interaction [7]. 5. Authentic Assessment: Evaluation focuses on tangible outcomes and reflective processes, encouraging metacognitive skills [8].Challenges in PBL Implementation: Despite its benefits, PBL presents several challenges: • Planning Complexity: Teachers need to design projects that align with learning objectives and remain feasible within available resources [4]. • Resource Constraints: Limited access to materials and technology can hinder project execution, particularly in under-resourced rural areas [8

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Independent Researcher; Aaron Cortes

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Diversity

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Pre-College Engineering Education Division (PCEE)

: • Planning Complexity: Teachers need to design projects that align with learning objectives and remain feasible within available resources [11]. • Resource Constraints: Limited access to materials and technology can hinder project execution, particularly in under-resourced rural areas [15]. • Teacher Training: Effective facilitation requires training in fostering autonomous and collaborative learning environments [11].In computer science, PBL encourages students to design, develop, and test software or hardwaresolutions to complex problems. For instance, students can collaborate on projects such as creatingmobile apps that solve specific community issues or programming robotic systems for automation.These projects not only

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, STEM Education Insights; Medha Dalal, Arizona State University; Katie McKeown, Engineering for US All (e4usa™); Jialing Wu, The Ohio State University

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Pre-College Engineering Education Division (PCEE)

of Practice (CoP) that connects them with peers, e4usa teammembers, university faculty, and practicing engineers throughout the year. CoP sessions are heldvirtually bi-weekly in two different formats. Once with the coaches in a small peer group andanother time with the entire cohort. These sessions encourage teachers to share classroomexperiences, exchange lesson plans, and engage in discussions. e4usa team also providesongoing support through a learning management platform addressing curriculum-relatedquestions and facilitating collaboration and professional growth within the teaching community.PersonasTo achieve its goals, e4usa has treated the curriculum design process as a Learning Engineering(LE) [8] design challenge. The team has, at

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriella Coloyan Fleming, University of Texas at Austin; Kiersten Elyse Fernandez; Christine Julien, University of Texas at Austin; Marialice Mastronardi, University of Texas at Austin

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Diversity

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Pre-College Engineering Education Division (PCEE)

. Additionally, the post-camp surveys did not include any demographic questions sinceour intention was to match campers’ ID numbers with the demographic information provided byboth parents and campers. Because we are not able to reliably use the camper ID numbers on thecompleted surveys, we are not able to complete any analysis to compare the changes in responsesbetween campers from different demographic groups.PositionalityThe first author was solely involved in the data analysis and evaluation. The second authorcoordinated, planned, and oversaw the summer camps. The third author was the engineeringcontent expert for the camps, helped run the camps, and had the ideas for the camps and thispaper’s evaluation of the camps’ recruitment methods. The fourth

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

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Pre-College Engineering Education Division (PCEE)

engineering students for navigating the demands and nuances of the workplace whilebeing mindful of their users’ needs, it is necessary to train them to consider the design problemthrough both technical and human-centered perspectives.The Siebel Center for Design offers multiple undergraduate-level courses that expose students toelements of HCD and its iterative design process [5]. However, our team’s scope goes beyondmaking HCD accessible to students already in college. It is equally important to consider ways inwhich the world of STEM can be made accessible to high school students who are navigating thepost-high school planning process. As educators, it is our duty to expand students’ horizons andhelp them discover different educational

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland Baltimore County; William Easley, University of Maryland Baltimore County; Amy Hurst, New York University

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Pre-College Engineering Education Division (PCEE)

included interacting with clients from the local community, completing 3D modelingand 3D printing tasks, maintaining digital fabrication equipment, and representing the printshopat different outreach events. In this paper, we report on findings from qualitative exit interviewswith the youth and focus on understanding the impact of participating in the program from theirperspectives.In this research, we pursued the following research questions: (RQ1) What are the motivations ofyouth for participating in an afterschool technology-rich professional learning program? (RQ2)What is the impact of participating in professional learning programs on youths’ STEM careerinterests and long-term career plans? (RQ3) What are the youth’s own reflections about

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

DeAnna Bailey, Morgan State University; Baba Amin Imamu Ojuok, The Uhuru Academy; Tamara Altman, Impact Allies; Charnee Bowens, Morgan State University; Kevin Kornegay, Morgan State University; Kofi Nyarko, Morgan State University; James Holly, Jr., University of Michigan

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Pre-College Engineering Education Division (PCEE)

term for “African-Centered Teaching Strategies” is sebayt, which means pedagogy in AncientEgyptian (Bailey et al. (n.d)).3 Another term for “African-Centered Curriculum” is sebayt sekher, which means a plan or course ofaction in Ancient Egyptian (Bailey et al. (n.d)).UTILIZING AFRICAN-CENTERED STEM EDUCATION TO INSPIRE 3disciplines as tools to be utilized to create, develop, and implement solutions and initiatives that honortheir past, shift the paradigm of their present, and engages students in the possibilities of the future from aholistically empowered perspective. The Uhuru Academy in partnership with Conscious Ingenuity created the Uhuru AcademyConscious Ingenuity (UACI) Summer STEM Camp to

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

tocore employment sectors in the United States (US) [1, 2]. In December 2018, the NationalScience and Technology Council (NSTC) Committee on STEM Education released “Charting aCourse for Success: America’s Strategy for STEM Education”, a five-year STEM educationstrategic plan [3]. America’s Strategy places particular emphasis on preparing the STEMworkforce for future challenges by aiming to improve K-12 education. To fulfill the goal set byAmerica's Strategy, the education of the younger generation should be enriched by integratingadvanced technological tools, forging community partnerships, and embracing globalperspectives through a transdisciplinary approach. Tremendous efforts have been dedicated bythe US government, private foundations, and

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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Pre-College Engineering Education Division (PCEE)

decisions and resultantconclusions and implications that can be drawn for certain populations.IntroductionA population with access to higher education promotes development, prosperity, andsustainability in society [1]. Through extensive research and efforts toward the goal of reformingengineering, engineering education has seen focused efforts towards integrating concepts ofsustainable development into engineering curricula [2]. This focused attention on research,innovation, and strategic planning for the future also highlights the ways in which highereducation can link professional trends and competitiveness to growth in the economy. However,not all members of society have access to the same benefits of higher education, includingengineering

Conference Session

Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Marc Weissburg

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Diversity

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Pre-College Engineering Education Division (PCEE)

engineering (IPE)and general engineering self-efficacy (GESE) (Table 2 for the specific items).Table 2. Engineering survey items Items Construct 1. I am committed to study hard in my engineering classes. IPE 2. I am determined to use my engineering knowledge in my future IPE career. 3. I plan to take a lot of engineering classes in high school. IPE 4. I can master the content in the engineering-related courses I am GESS taking this semester. 5. I can master the content

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)

evaluate the programs’ long-standingpractices and programmatic adaptations that have been implemented, especially during and afterthe pandemic. We consider the impacts of these adaptations on participation, enrollment, self-efficacy, and the pursuit of post-secondary education.Engineering 102 in High SchoolENGR 102HS was first offered in the fall of 2008. In its inaugural year, the program launched atHamilton High School in Chandler, Arizona with twenty students completing the course forcollege credit. It was planned to expand the program to more schools and districts in subsequentyears. The course would be facilitated by vetted high school instructors leveraging their effectiveclassroom management in the high school setting, ability to address

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joshua Montgomery, THE Ohio State University & Southern State Community College; Amy Perkins-McClellan, Southern State Community College; Ayanna Howard, The Ohio State University

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Pre-College Engineering Education Division (PCEE)

outreach, and program planning. Over the years, she has worked hard to be recognized as a leader in excellence and impact in a rural setting. Mrs. Perkins-McClellan serves as the Co-Director of the Ohio Code Scholar program, an initiative by the Ohio Department of Higher Education that is aimed at developing electronic and coding skills for K-12 students in southern Ohio. When not immersed in her professional pursuits, Amy enjoys watching her daughter play competitive softball, golfing, and cruising, reflecting on her well-rounded and compassionate approach to life.Dr. Ayanna Howard, The Ohio State University Dr. Ayanna Howard is the Dean of Engineering at The Ohio State University and Monte Ahuja Endowed Dean’s

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Greses Perez, Tufts University; Pragyee Shrestha, Tufts Center for Engineering Education and Outreach; Tajma Cameron, Tufts Center for Engineering Education and Outreach; Noemi Waight, University at Buffalo, The State University of New York; Shakhnoza Kayumova, University of Massachusetts Dartmouth; Ryan Rish, University at Buffalo, The State University of New York; Jennifer Tripp, University at Buffalo, The State University of New York; Fatemeh Mozaffari, SUNY Buffalo State University; Stacy M Scheuneman, University at Buffalo, The State University of New York

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Pre-College Engineering Education Division (PCEE)

helmets, select appropriate materials for bikes and helmets, applystructural engineering and mechanical systems, engage in ergonomic design thinking, andinnovative bike designs. These experiences are rooted in everyday contexts, enabling students toconnect STEM concepts with their backgrounds.Figure 1. Initial conceptual diagram representing the connection between peer interaction andlanguage resources in informal learning environments associated with learning through biking.The program, which was planned to impact 96 students in grades 9 and 10 over three years,adopts a comprehensive research design. Data collection will include observations and videorecordings of sessions, semi-structured interviews with students, mentors, and instructors, as

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica D Gale, Georgia Institute of Technology; Dyanne Baptiste Porter, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine Choi, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Abeera P. Rehmat, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology

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Pre-College Engineering Education Division (PCEE)

enact new ways of doing things. Resourcefulness and The ability of teachers to combat stress and persist with Coping difficult goals/tasks. Networked-ness The tendency for a teacher to participate in a social network (inside or outside of the organization). Time Management The act or process of planning and exercising control and Organizational over the amount of time spent on specific activities, Skills especially to increase efficiency or productivity; skills that enable people to carry on activities effectively, to put