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)

Paper ID #46475Can I Be An Engineer? Factors Influencing Women’s Decisions to PursueUndergraduate Engineering Studies in Lebanon (Fundamental)Rasha Malaeb, American University of Beirut Rasha Malaeb (she/her) is a Computer and Computer Engineering student at the American University of Beirut. She is a research assistant and event coordinator at the Pipeline and Mentorship Initiative at the American University of Beirut where she works on student support-projects as the Peer2Peer Mentorship . Rasha is an applicant of the Women Leader’s in Engineering Full Scholarship and her research is focused on enhancing women’s

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Daniels, The Johns Hopkins University; Michael L Falk, The Johns Hopkins University; Rachel E Durham, Notre Dame of Maryland University; Alisha Nicole Sparks, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Margo K Williams, The Johns Hopkins University; Karen Watkins-Lewis, Morgan State University; Emily J Yanisko, American University

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Diversity

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Pre-College Engineering Education Division (PCEE)

(i.e., afull-time staff member at the school, typically a seasoned math teacher) and Project X instructors(i.e., casual employees, usually undergraduate engineering majors who are novice teachers).Moreover, while our program did have predefined entrance criteria for student selection (i.e., C-or better in Algebra 1, interest in STEM as indicated on a brief survey), these criteria wereinadequate to support success in the program; for this pilot, an above average school attendancerate (i.e., >85%) was included as a precondition. These changes, along with providinggrades/credit towards graduation, have greatly enhance participation. Evaluation of this electiveclass model will be available in mid 2025.V. LESSONS LEARNED This section

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)

expanding the curriculum's application across varied educational contexts, weaim to contribute to the broader discourse on effective STEM education practices. Ultimately,this study affirms the BSEE curriculum's role in preparing students for 21st-century challengesand highlights the critical role of educators in facilitating meaningful STEM learningexperiences.ReferencesBauer, A. S. (2023). STEM literacy: Pre-service elementary teachers' conceptualization of trans- and interdisciplinary integrated STEM learning (Doctoral dissertation, University of Nebraska). ProQuest Dissertations Publishing.Berland, L. K., & Steingut, R. (2016). Explaining variation in student efforts towards using math and science knowledge in engineering

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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Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

strategicallyintegrated into the entire TPP curriculum. A concerted effort to strengthen the TPP was enabledby a Noyce Track 1 project, with the goal that by graduation, our pre-service teachers are readyto teach as culturally responsive, effective and reflective educators. We piloted a new TPP coursefor pre-practicum experiences immersed in the community. While this paper is based on ourlocal context, some of our experiences and results might be transferrable or adapted for otherteacher preparation programs. STUDENT DEMOGRAPHICS: RACE/ETHNICITY K-12% Univ % 67.4 46