Conference Session

PCEE Instructional Showcases

Collection

2025 ASEE Annual Conference & Exposition

Authors

Merredith D Portsmore, Tufts University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

from cells using bioreactors. This innovative field blends engineering, nutrition, animal science, and ethics, offering a rich platform for pre-college STEM exploration. Tufts University is advancing research in growth methods, media, scaffolding, and consumer acceptance, while also leading educational outreach. The project has created three free activity guides for middle and high school students that promote hands-on learning and discussion around the science, ethics, and sensory aspects of cellular agriculture. 80-100 Grades minute lessons

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine Liebe, Colorado School of Mines; Sabina Anne Schill, Colorado School of Mines; C. Estelle Smith, Colorado School of Mines; Jesan Ahammed Ovi, Colorado School of Mines

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

given numerous guest lectures and organized numerous workshops on the ethics and use of GenAI in engineering education.Jesan Ahammed Ovi, Colorado School of Mines Jesan Ahammed Ovi is a Ph.D. student in the Computer Science Department at the Colorado School of Mines, where he works as a Research Assistant under the supervision of Dr. Estelle Smith. His primary research area is Human-Computer Interaction (HCI), complemented by prior experience in Natural Language Processing (NLP) and data mining. Jesan was previously a faculty member at East West University. He also contributed to the ”GenAI Adoption at Mines” research project, where he led data analysis efforts using advanced statistical and machine learning

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Syeda Fizza Ali, Texas A&M University; Ayaan Sunil Rege, The Hill School; Susanna Angela Ponniah, The Hill School; Hoda Ehsan, The Hill School ; Saira Anwar, Texas A&M University

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Diversity

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Pre-College Engineering Education Division (PCEE)

of AI meant they had to do "less thinking," which put bounds on their creativity and original brainstorming.4. Ethics: A couple of responses touched on the ethics of using AI for assignments. They noted that while it is possible to use AI for all work, it is the human's responsibility not to delegate everything to AI.5. Context: The responses agreed that AI was more suitable for some contexts than others. For example, AI is more suited for quick brainstorming and "short-term" projects than long-term ones. Additionally, AI is better at providing feedback than generating novel ideas. One student noted, "AI's main strength is saving time, not generating amazing ideas."Overall, most students responded that they would use AI in

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso

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Diversity

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Pre-College Engineering Education Division (PCEE)

electric vehicle (EV) technology. CED explores theintersection of air quality with EJ and sustainable transportation topics from a local geospatialperspective. Initial findings show that CED increased students’ understanding of the engineeringdesign process and the role of incorporating EJ in design solutions.After several years of classroom testing and revisions, CED is now published and freelyavailable through the TeachEngineering online digital library to extend its reach and adoption.IntroductionEngineers act in the service of healthy communities [1], and Environmental Justice (EJ) is a keyelement of ethical engineering. This reinforces the importance and necessity that engineers mustengage with all stakeholders and assess the value and

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh at Johnstown; Fethiye Ozis Ph.D., P.E., ENV SP, Carnegie Mellon University

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Diversity

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Pre-College Engineering Education Division (PCEE)

-2021-2022/. [Accessed 17 June 2021].[2] NSPE, "NSPE Code of Ethics for Engineers," 2021. [Online]. Available: https://www.nspe.org/resources/ethics/code-ethics. [Accessed 17 06 2021].[3] ASCE, "Civil Engineering Body of Knowledge: Preparing the Future Civil Engineering, Third Edition," American Society of Civil Engineers, Civil Engineering Body of Knowledge 3 Task Committee, Reston, 2019.[4] AAEE, "Environmental Engineering Body of Knowledge," American Academy of Environmental Engineers, The Environmental Engineering Body of Knowledge Task Force, 2009.[5] Engineering for One Planet, "Engineering for One Planet," 2024. [Online]. Available: https://engineeringforoneplanet.org/. [Accessed 18 November 2024].[6] U.S. Green

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

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

toopen-ended questions. LLMs quickly proved their usefulness in tasks ranging from the generationof novel research ideas [1] to making medical decisions [2]. Despite their widespread adoptionand application, however, concerns remain about their accuracy [3] as well as ethical issues,including their environmental impact [4] and potential for bias [5].1.1 LLMs in EducationIn a systematic literature review of the use of LLMs in education, Yan et al. identified ninedifferent ways that they are being used, including assessment, performance prediction, andproviding feedback to students [6]. While developing curriculum is not specifically mentioned intheir taxonomy, two of the categories – teaching support and content generation – have

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Stacy S Klein-Gardner, Engineering for US All

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: Discover Engineering ● Iterate and evolve the definition of what it means to engineer and be an engineer. ● Recognize the value of engineering for all regardless of one's potential career. ● Explain and apply ethical & societal considerations when exploring an engineering problem. Yellow Thread: Engineering in Society ● Explore the impacts of past engineering successes and failures on society as a whole. ● Recognize and investigate the world's greatest challenges and the role that engineering plays in solving these challenges (e.g., Engineering Grand Challenges, UN sustainability goals, etc.). ● Integrate cross-disciplinary thinking and expertise to inform design solutions that

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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Diversity

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Pre-College Engineering Education Division (PCEE)

designs. The deductive coded themes for this qualitative analysis were established before dataanalysis based on the seven ITEEA Standards for Technological and Engineering LiteracyPractices: Communication, Optimism, Critical Thinking, Making and Doing, Creativity, SystemsThinking, Attention to Ethics, and Collaboration as defined in Table 2 as these are elements ofwhat engineering education encourages to possess and demonstrate[6]. In addition to theresearcher's analysis of qualitative data, an AI-assisted qualitative analysis was conducted toassist in filling any potential gaps. Table 2: Definition of Standard for Technological and Engineering Literacy Practices Practice: Definition: Evidence in Responses

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chelsea Joy Andrews, Tufts University; Jessica Watkins, Vanderbilt University; Kristen B Wendell, Tufts University; Rae Woodcock; Shannon Jean Keaveney Rausch, Tufts University; Vera Gor, Tufts University; Naina Sood Fox, Tufts University; Rachel Bandi; Molly Malinowski

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Diversity

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Pre-College Engineering Education Division (PCEE)

. Participating inwhole-class conversations during engineering design experiences can also help students expandtheir engineering thinking to include perspectives of care (McGowan & Bell, 2020) and socio-ethical deliberations.In a multi-year collaboration of university researchers and classroom teachers in first- throughsixth-grade classrooms, we have been enacting and studying five different types of whole-classengineering design conversations, which we refer to as Design Talks. Examples, including videoclips and transcripts, can be found on the project website at www.engineeringdesigntalks.org andin prior publications (Wendell et al., 2024; Wendell, Watkins, Andrews, & Malinowski, 2023;Wendell et al., 2022).As a teacher-researcher community of

Conference Session

Inspiring Future Engineers: Targeted Summer Programs for Diverse STEM Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mir M Hayder, Savannah State University; Alberto G De La Cruz, Savannah State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

the year-long activities, including a week-long intense ‘GenCyber Summer Camp’ oncybersecurity, organized by Savannah State University’s Engineering Technology Department toprovide the participants with career counseling on cybersecurity and training in CybersecurityConcepts and Ethics through hands-on activities, guest lectures, and other professionaldevelopment presentations. Savannah State University has been organizing this camp since 2018(except 2020 due to the COVID-19 pandemic), and the funds for conducting the activities arebeing supported by the National Security Agency (NSA) and the National Science Foundation(NSF). The participants for the program are the middle school students from Savannah-ChathamCounty Public School System

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Soo Hyeon Kim, Indiana University Indianapolis; Gi Woong Choi, University of Cincinnati; Ju Hui Kang, University of Cincinnati

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Diversity

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Pre-College Engineering Education Division (PCEE)

]. Lloyd [19] also demonstrated that local knowledge (i.e., water quality, ruralpractices), parental employment skills, and community knowledge can make science learningmore relevant to rural children. Although this study did not specifically address rural children'sfunds of knowledge, Wilson-Lopez et al.’s [20] examined engineering-related funds ofknowledge. Their research highlighted how everyday skills and expertise, acquired throughfamilial, community, and recreational practices, facilitated the development of teamwork,systems thinking, ethical reasoning, and scientific and mathematical knowledge, which areessential for engaging in the engineering design process. While a growing body of literaturesuggests that funds of knowledge gained from

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. Developed Work Ethic 1 Asking for Help 4 Methods to help overcome College Preparedness Collaborating 4 challenges and accomplish tasks. Discover

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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Diversity

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Pre-College Engineering Education Division (PCEE)

involves collectingbaseline data from all schools prior to any school receiving the intervention. As each semesterprogresses, a new cluster begins the intervention, allowing continuous data collection fromschools at various stages of intervention exposure. Primary outcomes include changes in studentinterest in healthcare careers and academic performance in science, while secondary outcomesfocus on students' satisfaction and career aspirations. This step-wedge approach offers significant ethical and practical advantages. It ensuresall participants eventually receive the potentially beneficial intervention, thereby meeting ethicalstandards, and accommodates logistical challenges related to resources and programimplementation. Additionally

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Wells, Arizona State University, Polytechnic Campus; Dina Verdin, Arizona State University, Polytechnic Campus

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Diversity

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Pre-College Engineering Education Division (PCEE)

engineering education. Moreover, engineering as a field tends to neglect important social, community, andhumanistic considerations. Calls to increase participation typically invoke nationalcompetitiveness and the need to fill employment pipelines [7] rather than notions of empowermentand justice. Similarly, the teaching of engineering tends to favor technical over socio-culturalaspects. This is what Leydens and Lucena [8] describe as the prioritization of problem-solvingover problem definition: the former relies on engineering skills, whereas the latter relies on societalunderstanding. When engineering education leaves out problem definition, students are leftunprepared to address the complex challenges and ethical dilemmas that inevitably

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xingchen Wei, Vanderbilt University; Jialing Wu, The Ohio State University; Stacy S Klein-Gardner, Vanderbilt University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-oriented.” Then, they come to see that engineeringknowledge is everywhere, as one parent mentioned: “he didn’t realize all of the pieces that go intoengineering, like project management and…working with the community.” Parents also possesssome understanding of the practical application of engineering knowledge in the real world, as theyalso view engineering as a form of service: “...it's almost like you’re doing engineering, but you’reworking with the community... it’s a service…”When discussing their children’s choice to pursue an engineering course at the high school level,parents commonly highlighted their children’s strengths in mathematics and science, as well asqualities such as intelligence and a strong work ethic, before referring to other

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

engineering course was part of the broader Discover program designed toprovide high school students access to undergraduate-level education while addressing thegrowing demand for STEM education to inspire future engineers. The course "Introduction toStructural Engineering" ran for 10 weeks, providing high school students from all grades (9th-12th) with a comprehensive foundation in structural engineering principles while fosteringcritical thinking, problem-solving skills, and ethical awareness. Institutional data were collectedon students participating in this program. Student racial and ethnic backgrounds are shown inFig. 1. The engineering course was one of four courses offered in Summer 2024, accounting forapproximately 21% of the total summer

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)

topics such asgeography and natural resources, African history, culture, science, inventions and innovations. Thecybersecurity and AI/ML test covered a range of topics, including Integrity, Cyber Ethics, Cryptography,Online Safety, and Artificial Intelligence. These content areas were assessed through the use of multiplechoice question prompts on both tests. Data were analyzed using SPSS to compute descriptive statisticssuch as percentages. To assess changes on the summative knowledge tests, paired (repeated-measures)t-tests were computed to see if there were statistically significant differences between average participantscores before (pre) and after (post) the UACI STEM camp program. For the participants whose pre- and post-summative

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leah Bug, North Carolina State University at Raleigh; Amy Isvik, North Carolina State University at Raleigh; Susan Beth D'amico, NC State University College of Engineering - The Engineering Place

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

the Needs of All Learners”, ASCD, 2nd ed. Alexandria, VA: ASCD, 2014.‌[5] Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.‌[6] J. van de Pol, M. Volman, and J. Beishuizen, “Scaffolding in Teacher–Student Interaction: A Decade of Research,” Educ Psychol Rev, vol. 22, no. 3, pp. 271–296, Sep. 2010, doi: 10.1007/s10648-010-9127-6.[‌ 7] Simon, H.A., The Sciences of the Artificial, 3rd ed., Cambridge, Mass.s: MIT Press, 1996.[8] Sheppard, S.D., “A Description of Engineering: An EssentialBackdrop for Interpreting Engineering Education,” Proceedings (CD),‌Mudd Design Workshop IV, Claremont, Cal.: Harvey Mudd College, 2003[‌ 9] K. Warwick, “Cyborgs,” in Encyclopedia of Applied Ethics, R. Chadwick, Ed., Academic Press

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sara Amani, Texas A&M University; Gibin Raju, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

intelligence can be used in education in a creative and ethical way.Sara Amani, Texas A&M University Sara Amani is currently a Ph.D. student in the Multidisciplinary Engineering Department at Texas A&M University. She has received her undergraduate degree in Chemical Engineering from Texas A&M University at Qatar. She is a member of the SocietyDr. Gibin Raju, Texas A&M University Gibin Raju is a Postdoctoral Researcher in Engineering Education in the Department of Multidisciplinary Engineering at Texas A&M University. He earned his Ph.D. in Engineering Education from the University of Cincinnati. His research focuses on transformative learning, creativity, critical thinking skills, spatial skills

Conference Session

Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine H. McDonnell, Purdue University at West Lafayette (COE); Emily M. Haluschak, Purdue University – West Lafayette (College of Engineering); Morgan M Hynes, Purdue University at West Lafayette (COE); Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE); Mary K. Pilotte, Purdue University at West Lafayette (COE); Kristina Maruyama Tank, Iowa State University of Science and Technology; Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE)

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Pre-College Engineering Education Division (PCEE)

); Apply Science, Engineering, and Mathematics(SEM); Engineering Thinking (EThink); Conceptions of Engineers and Engineering (CEE);Engineering Tools (ETool); Issues, Solutions, and Impacts (ISI); Ethics (Ethics); Teamwork(Team); and Communication Related to Engineering (Comm-Engr) [24]. These indicatorsinformed, in part, the development of an engineering design-based STEM integration curriculaassessment tool called the STEM Integration Framework [8].We use the STEM Integration Framework to analyze client letters embedded in K-12 STEMintegration curricula. Although the STEM Integration Framework is an assessment tool forevaluating the completeness of engineering design-based STEM integration curricula, we applythe framework to client letters

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

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

interesting to see how much it the impacts, processes, or ethical [mineral extraction] impacted the area considerations inherent in the field. when we mined. Table 5 Themes and sample reflection from the participants These five themes show how participants engaged with the summer program activities. Itleads us to inquire about the alignment of these engagements with that of the program designers'engineering workforce development intentions.Aligning engagement with workforce development goals: To investigate the second research question, we adopt a frequency analysis approach toevaluate participant reflections across all activities. This approach allows us to gauge thecollective

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer 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)

two-week pilot in late-spring of 2025. Pilot Curriculum The first two units of the e4usa™ curriculum are being redesigned to fit the pilot's time constraintswhile remaining responsive to autistic individuals. Units 1 and 2 are being updated to integrate keylearning objectives and provide opportunities for participants to explore engineering ethics, the designprocess, stakeholder roles, and teamwork. The 5E Instructional Model (Engagement, Exploration,Explanation, Elaboration, and Evaluation) is being applied to structure content delivery. Revisions are alsoincorporating the UDL Guidelines 3.0, along with recommendations for Individualized Education Program(IEP) accommodations and

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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Pre-College Engineering Education Division (PCEE)

’ effects, a convergent parallel mixed methods research design 3was employed based upon Lent and colleagues’ Social Cognitive Career Theory [24]. Theguiding research questions were: • RQ1: What effect does program participation have on math proficiency, as indicated by mastery of the algebra I benchmark skills targeted? • RQ2: What effect does BOAST have on students’ math self-efficacy? • RQ3: What effect does BOAST have on students’ STEM choice goals? • RQ4: What are the effects of math self-efficacy on change in STEM career goals?3 Randomization of students and schools was infeasible, due to school leaders’ ethical concerns about encouragingstudents to apply to the program without knowing ahead of time what

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)

: Engineering Design: Problem Framing, Project Management, Ideation, Engineering Prototyping, Decision Making, Design Methods, Engineering Graphics, Design Practices Communication Material Processing: Manufacturing, Management & Precision, Fabrication, Classification, Casting, Molding & Forming, Separating & Machining, Joining, Conditioning & Finishing, Safety Quantitative Analysis: Computational Thinking, Data Collection, Analysis & Communication, System Analytics, Modeling & Simulation Professionalism: Ethics, Workplace Behavior & Operations, Intellectual Property, Technological Impacts, Role

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Alejandro Gonzalez, Rensselaer Polytechnic Institute; Brandon Costelloe-Kuehn, Rensselaer Polytechnic Institute, Department of Science and Technology Studies; Emily Liu, Rensselaer Polytechnic Institute; James Olson, Rensselaer Polytechnic Institute

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Diversity

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Pre-College Engineering Education Division (PCEE)

regarding the nature of the decisions requested [52]. Examples of this areexperiments [53], medical procedures [54], and the use of data from digital technologies [55]. Whendeveloping processes of consent, participants must be informed of the different consequences upondeciding [56]. This notion arose from the development of ethical principles while performing researchexperiments that involved human subjects and has been translated into frameworks such as theBelmont Principles [57]. A crucial aspect in the process of informing is the development of methodsthat provide individuals and communities with sufficient and useful information to understand therisk and benefits of their decisions [58]. However, many of these interactions are based on the

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)

empower them toevaluate both the positive and negative impacts of their projects. This not only enhances their technicalabilities but also nurtures a sense of social responsibility. Tools like the computational action toolkit helpstudents analyze the ethical implications of their designs, fostering a deeper connection between theirwork and societal outcomes. The Computational Action Toolkit provides structured tools to guidestudents through problem-solving, design, and project management. It includes: • Ideation Tools: A mind map for brainstorming meaningful problems. • User Research Tools: Templates for user research, user personas, and a collaborative analysis framework. • Design and Impact Tools: An impact matrix, a

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)

the states covered by the grant) were invited toparticipate. All project recruitment, activities, and data analysis followed the requirements of thegoverning ethics review board. The PL began with a 5-day-long intensive online summer sessioncontaining both synchronous and asynchronous activities designed to introduce teachers toNGSS aligned science and engineering instruction. Following the summer PL, Serenaparticipated in four additional online engineering-focused PL sessions and volunteered to join anengineering learning community (ELC) with other rural elementary teachers to further supportthe development and implementation of a community connected engineering lesson using theCRED Framework. Serena was the only ELC member whose students

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)

following years. In August 2024, the program welcomed 300 public and privatehigh school students of all genders from different Lebanese regions, to tackle the country’s mostpressing challenges through engineering and design. This study was conducted during the 2024summer program.5. Methods5.1 Data CollectionWith the target sample being the high school participants in the summer program, the data for thisstudy were collected through an online survey disseminated after the program. The survey wasthoroughly developed and tested by research team members to cover key aspects of the study. Thedata was collected over two weeks after the study received the Institutional Review Board (IRB)approval ensuring all ethical standards were met. The consent of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicolas Ivanov, University of Toronto; Nhien Tran-Nguyen, University of Toronto; Ferdinand Avikpe, University of Toronto; Ruonan Cao, University of Toronto; Derrick Lim, University of Toronto; Felicia Hope Mikrogianakis, OISE, University of Toronto; Kimberly Meredith Seaman, University of Toronto; Dawn M Kilkenny, University of Toronto

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Pre-College Engineering Education Division (PCEE)

schools were within the second, third,and fifth quintiles of LOI rankings; higher rankings on the LOI indicate schools exhibitinggreater resource constraints. Table 1 shares teacher aliases as well as their years of experience,their respective Discovery subjects, and associated school. Interview protocols were approved bythe University of Toronto Research Ethics Board (protocol #00047071); each teacher providedwritten informed consent prior to participation.2.3 Teacher interviewsAll interviews followed a prescribed list of questions that were organized sequentially into thefollowing sections: (i) student engagement in both regular classroom and Discovery activities;(ii) relative student performance in Discovery-deliverables versus other