Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Jacqueline McCune, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

graduation requirement can be fulfilled. Most simply it can becalculated by identifying the number of teachers needed to meet a graduation requirement (TN),subtracting the number of teachers available to offer CS (TA) to calculate the Teacher gap (TG): TG = TN − TALeveraging an iterative refinement interview approach [8] the study team explored five states’approaches to calculating this gap. These five states have different perspectives and approaches,giving a breadth of historical and anticipatory reflection on CSEd policy. They were activeparticipants in the ECEP-wide conversations. The team also utilized information collectedthrough monthly ECEP Alliance calls in which states discussed these challenges.Position Statement: The impetus for

Conference Session

Supporting Teachers and Students in STEM+C Learning Beyond the Classroom

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yuqing Pan, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

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Pre-College Engineering Education Division (PCEE)

important to me. --EmmaDiscussion and conclusion So far, based upon the preliminary findings, we identified STEM teachers’ evolving roleswithin complex educational ecosystems. Erdogan’s Learning Ecosystem Theory posits thatteachers act as mediators across formal and informal learning layers[10], a perspective echoed inparticipants’ narratives. For instance, Michael’s iterative guidance on project feasibility alignswith the observation of Han et al. that teachers in project-based learning environments shouldbalance student autonomy and technical scaffolding[11]. Similarly, Olivia’s adaptation of 3Dmodeling tasks reflects the pedagogical flexibility emphasized by Margot and Kettler (2019) ascritical for integrating emerging technologies[14

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

sectarian divisions arethreatening the country’s safety and stability [49]. Lebanon’s education system, on the other hand,reflects the discrepancies in the socio-political structure, where private schools often offer high-quality education, compared to underfunded and struggling public schools [50].In 2019, Lebanon witnessed an uprising and protests against political corruption and the absenceof governmental services. Shortly after, the Beirut explosion in 2020, due to governmentalnegligence, destroyed a huge portion of the capital and killed, injured, and displaced thousands ofLebanese citizens. Lebanon has also recently witnessed an unprecedented economic crisis,hyperinflation, and drastic electricity cuts. These events are examples of

Conference Session

Inspiring Future Engineers: Targeted Summer Programs for Diverse STEM Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahmid Latif, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Mirza Farzana Halim

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

relate them to their“new” knowledge when working on their lab work.Program FindingsA total of 11 students participated in the camp. These students were asked to complete an exitsurvey on their last day. The anonymous survey collected data on their prior skills/knowledge onrobotics, their expectations, and reflections. The low sample size of 11 was not sufficient for astatistical data analysis. Nevertheless, we performed a thematic analysis of the collected surveydata to understand the perspectives and experiences of the attendees.The students entered the camp with different levels of prior experience. Out of 11 participants,36% had no prior experience participating in robotics camps and competitions. Between 45%and 63% of the participants

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

5 Not mentioned 45 9 Sum 658 338LimitationWe recognize the small sample size as a key limitation of this study. While the sample size islimited, it reflects the underrepresentation of TGNC individuals in engineering. Moreover,LGBT+ students in STEM face risks and unfair burdens when navigating visibility withoutmeaningful institutional inclusion efforts [7]. We hope that the preliminary findings of thiswork-in-progress study will draw attention to the underrepresentation of TGNC students and theinequities they face in engineering. Our goal is to expand the sample size in future research toachieve more comprehensive and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

children to complete the activity on their own.Based on these findings, we revised four previously developed MAKEngineering kits [10] by theresearch team to target the needs of homeschool families. In general, the kits were designed tofollow an engineering design process – research, plan, create, test, improve, and reflect – similarto that of Teach Engineering [11]. See Figure 1 for an example. In this kit, children were taskedwith the following: You have been asked by a popular shoe company to design a new trendytennis shoe for unique needs of their four customers. Pick one of the customers and design atennis shoe to meet their needs. You decide to use everyday products to construct the tennis shoeprototype.Figure 1. Engineering design cycle for

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Luis E Montero-Moguel, The University of Texas at San Antonio; Guadalupe Carmona, The University of Texas at San Antonio

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Diversity

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Pre-College Engineering Education Division (PCEE)

Center for EducationResearch. Any opinions, findings, conclusions, or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of these institutions. References[1] T. J. Moore, A. C. Johnston, and A. W. Glancy, “STEM Integration,” in Handbook of Research on STEM Education, 1st ed., C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, and L. D. English, Eds., New York: Routledge, 2020, pp. 3–16. doi: 10.4324/9780429021381-2.[2] K. E. Dugan, E. A. Mosyjowski, S. R. Daly, and L. R. Lattuca, “Systems thinking assessments in engineering: A systematic literature review,” Syst Res Behav Sci, vol. 39, no. 4, pp. 840–866, Jul. 2022, doi: 10.1002/sres

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bárbara Fagundes, Purdue University; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE)

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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

than gender. There was noevidence to conclude any CT engagement differences connected with gender. This could bebecause students at this early age could have had minimal exposure to gender stereotypes.However, conducting future studies to confidently draw such conclusions is crucial.AcknowledgementsThis work was supported by the National Science Foundation under the Collaborative Researchproject Rethinking Circle Time: Integrating Computational Thinking into K–2 Literacy (NSF#2122736, #2122742, and #2122785), a collaboration between Purdue University, IndianaUniversity, and Iowa State University. Any opinions, findings, conclusions, or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Brothers, Georgia Institute of Technology; Jacqueline Rohde, Georgia Institute of Technology; Mary Ann Weitnauer, Georgia Institute of Technology; Martta Sareva; Kristen Lyle; Kayla Henderson-Simms, Georgia Institute of Technology

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Pre-College Engineering Education Division (PCEE)

the Southern United States and teachers at a local metropolitan area elementaryschool. The elementary school reflects a student population that is 85% African American and isclassified as a Title 1 school, indicating it operates within a low-income district. Given that manystudents belong to communities that have been historically marginalized in engineering, earlyintervention through engaging and creative programming could contribute to long-termimprovements in equitable access to engineering education. The goal of this collaboration is todevelop and evaluate sustainable, age-appropriate classroom activities that show the possibilitiesof engineering, art, and design.Now in its fourth year, the collaboration has included a range of activities

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

Tagged Divisions

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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Karen Anabel Acurio Cerda, University of Nebraska - Lincoln; Sourav Sutradhar, University of Nebraska - Lincoln; Oghenetega Allen Obewhere, University of Nebraska - Lincoln; Rajesh Keloth, University of Nebraska - Lincoln; Moses Dike, University of Nebraska - Lincoln; Jodi Lynn Sangster, University of Nebraska - Lincoln; Shudipto Konika Dishari, University of Nebraska - Lincoln

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Diversity

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Pre-College Engineering Education Division (PCEE)

were biomass, geothermal, nuclear, tidal power,compressed energy storage, resource management, and the carbon cycle, reflecting a growingfocus on sustainable and regionally relevant energy education. While there were no notableregion-specific trends in the selection of energy-related topics taught across Nebraska, wenoticed that regions 3 and 6 adopted more diverse energy topics.Figure 3. Teacher responses to the questions: (a) Are the following topics about energy andrenewable energy technology currently included in the science curriculum at your school? (i)Concepts of renewable energy, (ii) Renewable energy-based applications, (iii) Energy fromwater, (iv) Energy from wind, (v) Solar energy, (vi) Other forms of renewable or non

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

Tagged Divisions

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

Tagged Divisions

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

Tagged Divisions

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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

understandable by rising10th to 12th graders.” This comment reflected instructors’ efforts in designing and deliveringlectures appropriate for high school students; maybe the number of lecture slides and the lengthof presentations could be reduced based on student feedback. When asked about any recommended changes for future NSTI programs, a few studentsleft the question blank, indicating they were happy with the program and had no suggestions.Some students just gave positive comments rather than suggestions. For example, one studentwrote, "I will not change a bit about the programs. I think I know this is a good program whenmy sister goes to freshman year I'm going to tell her”, and another student responded, "no, notreally it was very fun and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie M. Smith, Institute for Advancing Computing Education; Monica McGill, Institute for Advanced Engineering; Jacob Koressel; Bryan Twarek

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Pre-College Engineering Education Division (PCEE)

automated approaches will be desirable for this andsimilar tasks. It may be the case that curriculum development remains the province of humans forthe foreseeable future. Or, perhaps future advances in AI – including ensemble models [19]and/or retrieval augmented generation [20] – may prove more adept at curriculum developmenttasks.6 AcknowledgmentsThis project is supported by the National Science Foundation (NSF) under Grant No. 2311746.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the NSF.References [1] Chenglei Si, Diyi Yang, and Tatsunori Hashimoto. Can LLMs Generate Novel Research Ideas? A Large-Scale Human Study with 100+ NLP

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

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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

Tagged Divisions

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

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monsuru O Ramoni, Navajo Technical University; Calsey T Nez, Navajo Technical University

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Diversity

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Pre-College Engineering Education Division (PCEE)

. Difficulty in Bottom Plate Assembly: • Code: DBA • Description: Explains difficulties faced in assembling the bottom plate, involving drilling and reconstruction. 7. Consistency and Mistakes as Learning: • Code: CAL • Description: Reflects on the importance of consistency, learning from mistakes, and the overall positive experience. 8. Servo Mount Plate Challenges: • Code: SMC • Description: Mentions challenges faced in designing the Servo Mount Plate, including issues with screw hole measurements. 9. Smooth Process for Robot Wheels: • Code: SWP • Description: Describes a smooth

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)

of theBID curriculum, future studies should include longer-term follow-up assessments to determinewhether the positive changes in self-efficacy persist and whether they ultimately lead tosustained interest in pursuing engineering careers.AcknowledgmentThis work was made possible by a grant from the National Science Foundation under Grant No.1907906. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.We would like to acknowledge the entire BIRDEE project team (past and present) and theircontribution to the project, which encompasses the design of the curricula, the curriculamaterials, professional learning