Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

/10.1109/ACCESS.2020.2988510 [7] Yue, M., Jong, M. S.-Y., & Dai, Y. (2022). Pedagogical design of K-12 artificialintelligence education: A systematic review. Sustainability. https://doi.org/10.3390/su142315620 [8] Williams, R., Park, H. W., Oh, L., & Breazeal, C. (2019). PopBots: Designing anartificial intelligence curriculum for early childhood education. Proceedings of the AAAIConference on Artificial Intelligence. https://doi.org/10.1609/aaai.v33i01.33019729 [9] Yi, H., Liu, T., & Lan, G. (2024). The key artificial intelligence technologies in earlychildhood education: A review. Artificial Intelligence Review. https://doi.org/10.1007/s10462-023-10637-7 [10] Castro-Schez, J., Morcillo, C., Albusac, J

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

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

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tanja L. Greene, E.S. Witchger School of Engineering, Marian University; Hansika I. Sirikumara, E.S. Witchger School of Engineering, Marian University Indianapolis, IN; Binh Q. Tran, Marian University

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Diversity

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Pre-College Engineering Education Division (PCEE)

enjoys creating inclusive environments where students feel supported while exploring STEM related topics. Tanja is also an active member of the prestigious national engineering honor society, Tau Beta Pi, where she serves as an advisor for a local university’s chapter. And more recently, she has stepped into the role of co-advisor to launch a new collegiate SWE affiliation on the Marian Campus.Dr. Hansika I. Sirikumara, E.S. Witchger School of Engineering, Marian University Indianapolis, IN Hansika Sirikumara, Ph.D., is an Assistant Professor of Physics and Engineering at Marian University, E. S. Witchger School of Engineering. She completed her MS and PhD degrees from Southern Illinois University Carbondale. Her

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leah Bug, North Carolina State University at Raleigh; Laura Bottomley, North Carolina State University at Raleigh

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Pre-College Engineering Education Division (PCEE)

,alternative pathways and the different types of engineering disciplines. To address these needs,we brought in an undergraduate student panel to discuss a variety of topics and were given thefollowing questions to discuss: ● What do you wish you had been told in high school about applying to an engineering program? ● What do you wish you had been told about the engineering profession? ● What are some of the benefits of an engineering degree, as you see it? ● Do you know someone who you think would be an excellent engineering student? Why do you think s/he did not pursue engineering? ● What’s the number one skill set a prospective engineering student should be working on in high school? ● What’s the number one

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Li; Haifeng Wang, Penn State University

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Pre-College Engineering Education Division (PCEE)

-safety-crisis/ [2] M. C. Staff. (2023). Pacemaker. Available: https://www.mayoclinic.org/tests- procedures/pacemaker/about/pac-20384689[3] A. R. GREEN et al., "Decision-Making Experiences of Patients with Implantable Cardioverter Defibrillators," Pacing and Clinical Electrophysiology, vol. 39, no. 10, pp. 1061-1069, 2016.[4] M. Schoenfeld. Cardiac Pacemaker. Available: https://www.yalemedicine.org/conditions/cardiac- pacemaker[5] O. Aquilina, "A brief history of cardiac pacing," (in eng), Images Paediatr Cardiol, vol. 8, no. 2, pp. 17-81, Apr 2006.[6] V. S. Mallela, V. Ilankumaran, and N. S. Rao, "Trends in cardiac pacemaker batteries," (in eng), Indian Pacing Electrophysiol J, vol. 4, no. 4, pp. 201-12

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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Diversity

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Pre-College Engineering Education Division (PCEE)

the UACI camp both summers.This platform enabled instructors to engage the camp participants in real-time, render the camp curriculaand facilitate hand-on activities collaboratively. Zoom offers a feature called “breakout rooms”, whichallows the host and co-host(s) of the meeting to form separate smaller groups within the meeting. Theinstructors and facilitators used this feature to provide assistance to students who exhibited difficultygrasping information and/or completing the hands-on activities. The Uhuru Academy (UA) instructors utilized Canva to deploy the STEM history lessons. Canvais an online design and publishing tool that enables users to create presentations, videos, posters, logos,social media posts, etc. All history

Conference Session

Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Lee McAlexander, Duke University; George Delagrammatikas, Duke University

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Diversity

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Pre-College Engineering Education Division (PCEE)

, website portfolios consistent with manypre-college design programs like Silvestri et al.’s work [3] and incorporating elements ofempathy and ethics as recommended by Povinelli [4].This program, first offered in 2022 at Duke University, was an outcome of a standingdepartmental committee focused on the dissemination and broader impact of mechanicalengineering and materials science. One goal was to establish outreach programs that wouldprovide meaningful, active learning for the student, in a collaborative and cooperativecommunity indicative of an engineering design company. We anticipated that these immersiveexperiences would increase interest, awareness, and retention in engineering education andcareers.2. Pedagogical approachThe pedagogical

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

five iSTEM rubrics andfive edTPA rubrics to assess the quality and effectiveness of our lessons. The rubrics included:iSTEM rubrics (1. STEM Literacy, 2. 21st Century, 3. STEM Workforce Readiness, 4. STEMInterests, Engagement, and Identity, 5. Ability to Make STEM Connections, edTPA rubrics (6.Learning Environment, 7. Engaging Students in Learning, 8. Deepening Student Learning, 9.Subject-Specific Pedagogy: The Work Artifact(s), 10. Analyzing Teaching Effectiveness).During the practice lesson delivery, we video-recorded ourselves for comprehensive self andpeer evaluations. The evaluation template, shown in Table 2, consisted of fixed prompts (boldand italicized) to which we provided structured responses (plain text). Table 2

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)

Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking,” The Journal of Educational Research, vol. 108, no. 5, pp. 382– 399, Sep. 2015, doi: 10.1080/00220671.2014.899959.[4] E. Glennie, M. Mason, B. Dalton, and J. Edmunds, “Preparing students for STEM college and careers: The influence of redesigned high schools in North Carolina,” The High School Journal, vol. 102, no. 3, pp. 228–257, 2019.[5] M. Linger, “Plumbing the STEM Pipeline: Exploring Areas of Influence for Promoting STEM Education,” Ed.D., Hofstra University, United States -- New York, 2016. Accessed: Feb. 13, 2023. [Online]. Available: https://www.proquest.com/docview/1821362161/abstract/6D3942D119AA4036PQ/1[6] T. Jungert, S. Levine, and

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Nanyang Technological University; Jingyi Xie, Nanyang Technological University of Singapore

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

., Williams, C. M., Youngblood, T. D., & Yeter, I. H. (2016, June). Understanding" failure" is an Option. In 2016 ASEE Annual Conference & Exposition.Crepon, R. (2014). Application of design research methodology to a context-sensitive study in engineering education. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. https://doi.org/10.1109/fie.2014.7044254Gómez Puente, S. M., Van Eijck, M., & Jochems, W. (2013). A sampled literature review of design-based learning approaches: A search for key characteristics. International Journal of Technology and Design Education, 23(3), 717–732. https://doi.org/10.1007/s10798- 012-9212-xHammack, R., & Yeter, I. H. (2022, August). Exploring

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Turhan K. Carroll, University of Georgia; Jessica R Hoehn, University of Colorado Boulder; Noah D Finkelstein, University of Colorado Boulder

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Pre-College Engineering Education Division (PCEE)

threedimensions: interest in STEM; self-concept as it relates to STEM subjects; and role models’impacts on students’ perceptions of STEM professionals. For this work we operationalizedSTEM identity using Hazari et. al.’s (2010) physics identity framework. In our adaptation ofHazari et al.’s (2010) framework, STEM identity is made up of four dimensions: 1. Recognition: recognition by others as being good at STEM; 2. Interest: Desire/curiosity to think about and understand STEM; 3. Performance: belief in ability to perform required STEM tasks; and 4. Competence: belief in ability to understand STEM content.For the remainder of this paper, when the term STEM identity is used, this is the definition weare using

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Per G. Norstrom, Royal Institute of Technology (KTH); Charlotta Nordlöf, Linkoping University; Konrad J. Schönborn; Jonas Hallström, Linkoping University

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Pre-College Engineering Education Division (PCEE)

teacher in the gaming and web design industry.Furthermore, the findings call for effective strategies for developing teacher competence byutilizing their previous experiences if the power of role-play approaches is to be realized. Ourstudy also indicates that students need to be trained in project work and role-play to familiarizethem with authentic engineering approaches (Svärd et al., 2022). Furthermore, in relation toStrobel et al.’s (2013) four types of authenticity, our paper builds specifically on strengtheningthe context and personal/value authenticity of students through role-play activities. Regarding thelatter, role-play can build self-efficacy through identity development offered through continuouscommunication, and self-evaluation

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

African diaspora” (p.3). The ACSE model draws heavily fromAkoto (1992)’s theoretical framework for ACE which is built on six key elements: cultural centering,identity restoration, a focus on nation building, holistic development, liberation and empowerment, andthe perpetuation of African values. The ACSE model applies the elements above in the context of STEMeducation. The initial key ACSE model features, according toe Bailey and Bowens (2024) were: ●​ Ethnically-matched instructors ●​ Interactive and collaborative learning ●​ STEM curriculum inclusive of contributions made by people of African descent ●​ African-centered teaching strategies - methods based on cognitive and epistemological

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nidaa Makki, The University of Akron; Katrina B Halasa Halasa; Donald P. Visco Jr., The University of Akron; Edward A. Evans, The University of Akron; Kristin L. K. Koskey, Binghamton University State University of New York

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Diversity

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Pre-College Engineering Education Division (PCEE)

among US students”. Science education, vol. 95(5),pp. 877-907, 2011.[3] S. Olson and D.G. Riordan, “Engage to excel: producing one million additional collegegraduates with degrees in science, technology, engineering, and mathematics”. Executive Officeof the President, 2012.[4] Sirinterlikci, A., & Sirinterlikci, S. F. (2013, June), Development of a Summer High SchoolResearch Program Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta,Georgia. 10.18260/1-2--19439[5] Clapper Bergsman, K. M., & Chudler, E. H., & Collins, L. J., & Weber, J. L., & Johnson, L.(2015, June), Impacts of a Neural Engineering Summer Research Experience on High SchoolStudents (Evaluation) Paper presented at 2015 ASEE Annual

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

with hands-onlearning to broaden participation in STEM fields among diverse elementary-aged students.AcknowledgmentsWe thank the near peer instructors from the Offers program, the undergraduate mentors fromNortheastern University’s Service Learning program, and the teachers and site coordinators atBeachmont Elementary School, Offers, and Barrio Logan STEAM programs for their supportand assistance in piloting and integrating this project.References 1.​ James, S. M., & Singer, S. R. (2016). From the NSF: The National Science Foundation’s investments in broadening participation in science, technology, engineering, and mathematics education through research and capacity building. CBE—Life Sciences Education, 15(3), fe7. 2

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, University at Buffalo, The State University of New York; Adam Maltese, Indiana University-Bloomington; Merredith D Portsmore, Tufts University

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Diversity

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Pre-College Engineering Education Division (PCEE)

understand who girlsselected as role models and how they perceived their OEs. Therefore, we began by asking girlsabout role models in a general sense. Specifically, we asked them “Do you have a role model?”,and if so, we asked them to identify their role model(s) and to explain why they chose thatperson (or people) as a role model (or role models). We then shifted our questioning to focusmore specifically on perceptions of the OEs by asking girls, “Would any of your OEs be a rolemodel for you?” We followed this up the next semester by asking, “Could any of your OEs be arole model for you?” Next, we directly asked girls, “Are any of your OEs a role model for you?”and asked them to explain why or why not. Because we were not convinced that girls

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)

process, including why articleswere excluded [18]. This is presented in Figure 1.3.1 Step 1: Framing the questions for reviewUsing Khan et al.’s steps, we created a free-form question based on the goals for this study,resulting in What does existing literature indicate as promising practices when integrating CSinto other subjects?We formed structured questions from the free-form question, breaking them apart into Khanet al.’s categories. This included the following: • Population: K-5 students • Interventions or exposures: Integrated CSMabie, McGill, Huerta ASEE 2023 Identification

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Natasha Wilkerson, Vivify, LLC; Joanne K Olson, Texas A&M University; Justin Wilkerson, Texas A&M University

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Diversity

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Pre-College Engineering Education Division (PCEE)

Educators Association (ITEA). (2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education. https://www.iteea.org/stel[2] ​ Massachusetts Department of Education. (2001). (rep.). Massachusetts Science and Technology/Engineering Curriculum Framework. Retrieved January 20, 2024, from https://archives.lib.state.ma.us/server/api/core/bitstreams/491ca037-b88b-4d26-9247-c4f8 da86633c/content.[3] ​ Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014). A Framework for Quality K-12 Engineering Education: Research and Development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1

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; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marc Weissburg

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Pre-College Engineering Education Division (PCEE)

and problem-solving skills to prepare them for the challenges of this evolving world.Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Technology Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through research on curriculum development, teacher professional development, and student learning in integrated STEM environments. Dr. Alemdar currently serves as PI and co-PI for research on various NSF funded projects that focuses on engineering education, teacher networks and STEM learning environments. Her expertise includes program

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

postdoctoral research fellow at Georgia Tech Center for Education Integrating Mathematics, Science, and Computing (CEISMC). Prior to earning her Ph.D. in Mathematics Education, she taught high school mathematics for eight years. Her research interests include interdisciplinary mathematics teaching and learning, equitable teaching and learning practices in STEM, and increasing representation in advanced mathematical sciences.Dr. Meltem Alemdar, Georgia Institute of Technology Dr. Meltem Alemdar is s Associate Director and Principal Research Scientist at Georgia Institute of Technology Center for Education Integrating Science, Mathematics and Computing (CEISMC). Her research focuses on improving K-12 STEM education through

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

Educators Possess3.3. Culturally Relevant Engineering Design FrameworkTo situate the EDP within culturally relevant pedagogy and culturally responsive practice, weuse a Culturally Relevant Engineering Design (CRED) Framework [2] to frame engineeringeducation and instruction (see Figure 2). The CRED was developed to explicitly connect eachstage of the EDP to community, culture, and place. Adapted from Guerra et al.’s [33]engineering design process, the CRED Framework describes how each stage (Identify, Describe,Generate, Create, Finalize) embeds community-situated engineering needs and the instructionalmoves to ensure it is situated within a culturally relevant, responsive, and humanizing framework[29], [31]. For example, the identify phase, in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

-efficacy [10],[11]. PSTs who were more satisfied with their partners tended to rate the project more highly[12]. PSTs’ satisfaction was often tied to their perceptions of workload, with PSTs in morebalanced relationships feeling more satisfied. Interestingly, PSTs’ satisfaction with theirengineering partner(s) did not have a direct relationship with their self-efficacy [11]. Instead, itwas mediated by their teaching roles and perceived success in teaching the fifth graders. PSTswho were satisfied with their engineering partners tended to feel supported. This supportencouraged some PSTs to embrace engineering teaching roles and develop self-efficacythroughout the project. However, other PSTs allowed supportive engineering partners todominate the

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)

spring and didn’t have a summer camp [14]. Within the engineering sector, summer camps have shown to provide an outlet for children ofvarying age levels, racial, and ethnic backgrounds, with similar interests, to interact with one another [15].This is particularly important as studies have shown that with engineering awareness certain children groupsneed more exposure to the topic. Within those who do enter engineering, white female, African American,Latino, and Native American high school students traditionally have had little encouragement in pursuingcareers related to these subjects [17-18]. Given early 2000’s work, there has been an increase in women’srepresentation in all STEM fields, yet they remain significantly underrepresented

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Catherine Lynn Biesecker; Justin McFadden; Thomas Tretter, University of Louisville; Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville

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Pre-College Engineering Education Division (PCEE)

project duration, and several morning and/or afternoon sessionsduring the final week and a half of the project are left to teacher discretion in conducting moreresearch or working on curriculum development. The RET via RET program culminates withrespective participant team presentations on research experience(s) and the developed curriculumthat will be integrated into the upcoming academic year. Finally, also scattered within the 6-weekprogram are program evaluation sessions, much of which are discussed in the greatest detail withinthis article.3. Literature ReviewAnderson and Moeed [7] recently reported that teacher professional development situated withina professional (i.e. scientific/engineering) workplace can produce “sustained” changes in

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)

., December 2018. [Online]. Available: https://files.eric.ed.gov/fulltext/ED590474.pdf[4] F. S. Education, "2022 Progress report on the implementation of the federal STEM education strategic plan," 2023. [Online]. Available: https://www.whitehouse.gov/ostp/news-updates/2023/01/31/nstc-2022-progress-report- on-the-implementation-of-the-federal-stem-education-strategic-plan/.[5] Y. Jin, C. Qian, and S. Ahmed, "Closing the Loop: A 10-year Follow-up Survey for Evaluation of an NSF REU Site," in ASEE Annual Conference and Exposition, Aug 23 2022 Minneapolis, MN. [Online]. Available: https://peer.asee.org/41048. [Online]. Available: https://peer.asee.org/41048[6] VEX Robot Event. "Robotics education &

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

children will learn about various emotions, understand feelings, and appropriate responsesfrom parents, parents too may learn about their child(ren)’s emotional responses and ways to bestreact and engage that supports their child’s growth and determination through adversity.Conclusion and Implications for PracticeWith the understanding that parents play a critical role in the learning experiences of children,alongside their social and emotional development and socialization, we explored parent and childperceptions of their experience with frustration and failure while participating in an engineering-oriented STEM program in out-of-school contexts. The current investigation highlighted twoprominent themes, specifically oriented around parent

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)

the Innovation (STEM-ID) Attributes of STEM-ID that are uninfluenced by other factors at any given point in time. Complexity The number of parts in the STEM-ID curricula and the extent of their interdependence. Specificity The level of detail in which the operationalization of STEM-ID is described. Scope STEM-ID’s target area(s) within the field of education. Empirical Evidence that STEM-ID accomplishes desired outcomes. Effectiveness Results The extent to which the impacts of STEM-ID can be

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

microcontroller-based EplayBot reconfigurable robotic kit inthree separate stages: a small-scale foosball table with a programmable ‘kicking leg’, anautonomous car, and a humanoid robot. We prepared a lesson plan and are in the process ofcreating an interactive video tutorial for use with the platform. We hope educational robotic kitslike this would be able to successfully spark the notion of creativity, skillfulness, and motivationin future roboticists.AcknowledgmentsThis work was supported in part by the Launch Grant and the School of Engineering Dean’sOffice at Wentworth Institute of Technology. The authors thank Doreen Cialdea and Tory Lamfor logistical support, and Nepali Class Boston where part of this work was tested.References[1] M. E. Karim, S

Conference Session

Scaling Impactful Pre-College STEM + C Programs: Lessons from Transportation, Technology, and Engineering Camps

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Marie Luna, University of The Incarnate Word, GEMS Program; Stephanie Gray, University of the Incarnate Word; Michael Frye, University of the Incarnate Word

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

AEOPcooperative agreement award (W911SR-15-2-0001).References[1] S. Weiss-Lopez, M. Frye, and O. Jones, “Overview of the megaGEMS AEOP Summer 2021 Research Apprenticeship Camp”, Proceedings of the 129th American Society of Engineering Education Annual Conference and Exposition, Minneapolis, Minnesota, June 26 - 29, 2022 https://peer.asee.org/overview-of-the-megagems-aeop-summer-2021- research-apprenticeship-camp[2] G. Sikazwe, S. Weiss-Lopez, D. Peters, and M. Frye, “How to Develop a Culture of Coding for the Future: A Case Study of the megaGEMS Coding Academy”, 2024 American Society of Engineering Education Annual Conference and Exposition Proceedings, Portland, Oregon, June 23 – 26, 2024. https://doi.org/10.18260

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

for course,program, and assessment support. References1.​ S. Reber and E. Smith, “College Enrollment Disparities: Understanding the Role of Academic Preparation”, January 2023 [Online], Brookings Center on Children and Families, Available: https://www.brookings.edu/wp-content/uploads/2023/02/20230123_CCF_CollegeEnroll ment_FINAL2.pdf, [Accessed Dec. 12, 2024] )2.​ M. Kurlander, S. Reed and A. Hunt, “Improving College Readiness: A Research Summary and Implications for Practice”, Policy Analysis for California Education, August 2019, [Online]. Available: https://edpolicyinca.org/publications/improving-college-readiness-research-summary-and -implications-practice, [Accessed Dec. 12