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)

Paper ID #47467A Deep Dive in Preservice Teacher Self-Efficacy Development for TeachingRobotics (RTP)Dr. Jennifer Jill Kidd, Old Dominion University Dr. Jennifer Kidd is a Master Lecturer in the Department of Teaching and Learning at Old Dominion University. Her research interests include preservice teachers, engineering education, and educational technology.Dr. Kristie Gutierrez, Old Dominion University Dr. Gutierrez received her B.S. in Biology from the University of North Carolina at Chapel Hill in 2001, M.Ed. in Secondary Science Education in 2005 from the University of North Carolina at Wilmington, and Ph.D. in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Sarah Louise Langham, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

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Pre-College Engineering Education Division (PCEE)

much they enjoyed thatexperience.During the pre-and post-surveys, teachers were asked to rate their skill level using the following4-point scale: None, Basic, Medium, and High. This question was asked to survey the change inteachers’ perceived coding ability after participating in training where they were introduced to andlearned the programming concepts of the camp and the facilitation of the summer camp, teachingstudents programming through engineering design activities.Teacher Self-EfficacyThe Teacher Efficacy and Attitudes Toward STEM (T-STEM) survey tool was delivered in bothpre- and post-surveys to measure the change in STEM self-efficacy among the participatingteachers [19], [20]. This tool was designed to gather information about a

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

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Pre-College Engineering Education Division (PCEE)

qualitative data? To quantify the two-year impact of the program, we study (RQ2) whether thepre-college program enhanced students’ confidence and readiness for a college major in computerscience or related engineering disciplines. For a deeper understanding of students’ perceptions andchange in psychosocial behavior, we also study: (RQ3) Which specific aspects of self-efficacy andsocial and emotional learning are most affected among students who participated in the summerprogram? Our measurement instruments are pre-/post-course Likert surveys, thematic analysis ofstudent focus groups, and a codebook-based quantitative analysis of student reflections. We reportthe correlations of our thematic analysis results with the pre- and post-course Likert

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)

engineers do. Related out-of-school-time experience thatinformed the creation of our program have elements of physical prototyping, but no HCDapproach explicitly stated, include programs at New York University [11], North Carolina StateUniversity [10], and Columbia University [12]. Numerous sources that have also shown thepositive effects on self-efficacy, career awareness, and STEM-identity [13] illustrate theimportance of such programs to a generation of students for which STEM careers are on the rise.Following, in this paper, we will share our program curriculum with a step-by-step guide forstudent-led project ideation and team selection to develop “Tech for Good” along withevaluation findings.3. Curriculum and Student activitiesStudents were

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)

,” Turkish J. Educ., vol. 9, no. 1, pp. 64–105, 2020.14. F. Tauro, C. Youngsu, F. Rahim, et al., “Integrating mechatronics in project-based learning of Malaysian high school students and teachers,” Int. J. Mech. Eng. Educ., vol. 45, no. 4, pp. 297–320, Jun. 2017, doi: 10.1177/0306419017708636.15. A. R. Carberry, H. S. Lee, M. W. Ohland, “Measuring engineering design self‐efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010.16. K. M. Whitcomb, Z. Y. Kalender, T. J. Nokes-Malach, C. D. Schunn, C. Singh, “Comparison of self-efficacy and performance of engineering undergraduate women and men,” International Journal of Engineering Education, vol. 36, no. 6, 1996-2014, 2020.17. M. Helms, S. S. Vattam, A. K. Goel

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Gesche Neusel, Bonn-Rhein-Sieg University of Applied Sciences; Steven McAlpine, University of Maryland Baltimore County; Jamie R Gurganus, University of Maryland Baltimore County

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Diversity

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Pre-College Engineering Education Division (PCEE)

with their support, participation, and control function across all administrative decisionsregarding personnel, social, and organizational measures at the university. Within the equalityconcept of H-BRS’s EEO, P12-acitivities are offered to female pre-college pupils to give themthe chance to overcome structural, social, and personal barriers.The P12-activities at H-BRS are organized and carried out by staff of the Equal OpportunitiesOffice with the aim of empowering female pupils especially in the fields of engineering andcomputer science and to raise the proportion for female enrollment and retention. Based onBandura's self-efficacy framework [5], the activities are intentionally designed as correctiveexperiences to overcome self-debilitating

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andri Christodoulidou, University of Connecticut; Stephany Santos, University of Connecticut

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Diversity

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Pre-College Engineering Education Division (PCEE)

numerous psychologicalfactors such as student self-efficacy in academic subjects, sense of belonging to campus andprogram community, social and academic adjustment, and motivation to complete theengineering degree. In this study, we combine mixed methods data to evaluate the impact ofBridge with a sample of 35 engineering students of diverse ethnic backgrounds, in three phases:The first and second phases implement a repeated measures design that assesses student self-efficacy in academic subjects, sense of belonging to campus and program community, and socialand academic adjustment. The first Likert type survey is distributed to students a week before theprogram and the second survey at the program completion. The post-program survey includes

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)

impact” amongmigratory high school students, we designed and implemented a culturally responsive andgamified engineering design activity. The activity aimed to connect engineering concepts tostudents’ cultural backgrounds and experiences while leveraging game-based learning elements toincrease engagement. We administered pre- and post-surveys to measure changes in students’engineering impact, interest, self-efficacy, and identity (n = 235). We used a multiple linearregression model to examine the relationships. Our results show that migratory students’ engineering interest and self-efficacysignificantly supported the development of their belief that engineering could be a tool for socialimpact. Specifically, as students’ engineering

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)

for each time point to measure changes overtime. Preliminary quantitative analysis included the use of two-tailed t-tests to compare pre- andpost-survey construct scores. ANOVA was conducted to explore differences among students ofdifferent genders within pre- or post-survey data.ResultsThe t-test results showed that there was a statistically significant increase (p = 0.0002 < 0.01) interms of self-efficacy between pre- and post-survey data, underscoring a marked increase instudents’ self-efficacy in the engineering field after taking the course. Further analysis for eachgender group showed a statistically significant increase in self-efficacy for both male (p = 0.0196< 0.05) and female (p = 0.0067 < 0.01) students, while no change

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Douglas Yung, Syracuse University

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Diversity

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Pre-College Engineering Education Division (PCEE)

these questions, the study employs a mixed-methods approach. Pre- and post-eventsurveys measure shifts in students’ STEM interest and self-efficacy, while observational metrics,such as task engagement, peer collaboration, and facilitator interactions, provide qualitativeinsights. Knowledge checks and thematic analysis of feedback from participants, parents, andeducators further enrich the evaluation of the fair’s impact. Preliminary findings highlight howculturally and socially relevant STEM activities can inspire and educate underrepresentedstudents, fostering both technical skill development and sustained interest in engineering fields.By contributing to the broader discourse on diversity and inclusion in STEM education, thispaper underscores

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Julie Robinson, University of North Dakota; Frank M. Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Adesola Samson Adetunji, University of North Dakota; Adesikeola Olateru-Olagbegi, University of North Dakota

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Diversity

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Pre-College Engineering Education Division (PCEE)

group gender composition on girls’ motivation and engagement. Dr. Robinson is a PI and Co-PI on several NSF sponsored grant projects which focus on teacher professional learning and self-efficacy with implementing culturally relevant engineering education, connecting to place and community, and centering culture and Indigeneity within STEM education. Dr. Robinson has over twenty years of K – 12 teaching experience, including seven years as a teacher leader of professional development in the Next Generation Science Standards, the Common Core State Standards in Mathematics, and in elementary science and engineering pedagogy.Dr. Frank M. Bowman, University of North Dakota Dr. Frank Bowman is Thomas C. Owens Endowed

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)

a more sustainableand equitable approach. As we prepare for the next iteration of the course, including a February run, we haveidentified several opportunities to enhance our research and gather more comprehensive data. Akey area for improvement is the direct assessment of students' self-efficacy beliefs inengineering, which will be addressed through the implementation of pre- and post-coursesurveys. These surveys will measure changes in self-efficacy and provide valuable insights intothe course's effectiveness in building students' confidence in their engineering abilities. Our primary focus will be on introducing and evaluating modifications to the coursestructure and content, accompanied by preliminary observations of their

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)

interact with undergraduate STEM students.Data were passively collected from students via the online learning management system (LMS)every year of implementation (2021-22, 2022-23, 2023-24). Data included time spent in the LMSand number of role model videos viewed. Additional data collected includes measures of studentalgebra proficiency (i.e., graded rubrics of student work) and pre-post survey instruments(measuring math self-efficacy, STEM interests, STEM outcome expectations, and STEM choicegoals). Interviews with 25 students were collected using a semi-structured protocol to capturereasons for electing to participate, barriers to participation, and reactions to the role model videosand field trips. Finally, external evaluators characterized

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

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

. 1, pp. 173–208, 1989.18. A. Bandura, “Reflections on self-efficacy. Advances in Behaviour Research and Therapy, vol. 1, no. 4, pp. 237–269, 1978.19. F. Pajares, “Current directions in self-efficacy research,” Advances in Motivation and Achievement, vol. 10, no. 149, pp. 1–49, 1997.20. K. Caraway, C. M. Tucker, W. M. Reinke, and C. Hall, C. “Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students,” Psychology in the Schools, vol. 40, no. 4, pp. 417–427, 2003.21. A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self‐ efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010.22. T. D. Fantz, T. D., T. J. Siller, and M. A

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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Pre-College Engineering Education Division (PCEE)

and collaborativeefforts have been the backbone of the experience but never overpowered the component ofindividual development and allowed for a balanced and holistic exposure to the field. In thissection, we dive into these topics in further detail and discuss how our program design andparticipant reflections follow the topics of self-efficacy, outcome expectations, and learningexperience discussed in the Socio-Cognitive Career Theory.Creating Inclusive Pathways to Experiential and Emotional Engagement: Echoing the work of [24], [25] the first findings from our work suggests that hands-on,self-exploratory, and gamified activities were particularly memorable and impactful forparticipants. The intentional design of the program offered

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Wilson, University of Florida; Atayliya Natasha Irving, University of Florida; Kimberly Jacoby Morris; Jeremy A. Magruder Waisome, University of Florida

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Pre-College Engineering Education Division (PCEE)

- and post- survey questions will all beredacted, with pseudonyms replacing participant names. Next, data will be grouped throughdeductive coding into themes that correspond to the five constructs measured by the SIC-STEM2.0 survey: 1) Choice Actions, 2) Choice Goals, 3) Interests, 4) Outcome-Expectations, and 5)Self-Efficacy 5 . This deductive analysis will cast a wide net using latent meaning rather thansemantic meaning to capture as much data as possible within each category.After the initial deductive analysis, we will analyze the data in each theme in accordance with thesix steps of reflexive thematic analysis Braun and Clarke laid out in their 2006 paper andaugmented by their later works 11,10 : 1) Familiarizing yourself with the data, 2

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wesley Lawson, University of Maryland, College Park; Hamza Shaikh, University of Maryland College Park; Jennifer Kouo, The Johns Hopkins University

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Diversity

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Pre-College Engineering Education Division (PCEE)

jobs forcomputer engineers [11]. The percentage of students identifying as women enrolled has notchanged over the last 20 years in electrical and computer engineering (ECE) (also ~15% in 2002)while the percentage of women bioengineers has increased (up from 43%) [10].It has been shown that there is no academic reason for the lack of women in STEM fields [12];however, low interest and low self-efficacy are two important factors. Social Cognitive CareerTheory provides a robust theoretical framework to understand the phenomena impacting theparticipation of women [13,14]. Research indicates that some of the reasons that women areinterested in biomedical and related engineering fields include an interest in solving socialproblems, and that they are

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krista Dulany Chisholm, University of Florida; Emersen Kronsnoble, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida

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Pre-College Engineering Education Division (PCEE)

9: Student participants' recognition of themselves as a STEM person before and after the summer programusing the RIS-STEM survey tool (npre = 184, npost = 137).MISO S-STEM – 21st-Century LearningThe final measure used to measure the development of STEM identity in students was designed tocapture students' attitudes and self-efficacy in STEM by assessing various 21st-century learningskills. These questions were modified for the context of the summer program from the validatedMISO S-STEM survey, which studied and measured student's attitudes toward Science,Technology, Engineering, and Mathematics [7], [8]. Students used a 4-point Likert scale, Confident at All, A Little Confident, Confident, Very Confident, to describe their confidence

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)

opportunities based on two hands-on activities from the e4usa™ curriculum to engage autistichigh school students in engineering. With the support of VR content being developed, the ECIIA projectaims to increase access to engineering education for autistic individuals and develop their engineeringidentity, engineering self-efficacy, engineering interest, and an understanding of the engineering designprocess. Another component of ECIIA is the commitment of Community Collaborators, whichemphasizes that everyone has a responsibility and unique ability to enact inclusive change for autisticindividuals in engineering. Community Collaborators will take on the dual role of informing all stages ofthe project based on their expertise and increasingly gain

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

attitudes and long-term changes in educational outcomes. Thesesurveys will assess variables such as self-efficacy, academic performance, and interest in STEMand healthcare careers, aligning with validated measures from prior STEM education research(Bandura, 1997; Zimmerman & Cleary, 2006). Evaluation surveys will be administered periodically to track changes in students' interestin healthcare careers, their academic progress, and other psychosocial variables that couldinfluence their career paths. These surveys will be strategically distributed at the outset,midpoint, and conclusion of the program, and at annual follow-ups to capture longitudinal data.Additionally, we plan to collaborate with schools and educational institutions to

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

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Pre-College Engineering Education Division (PCEE)

becomes increasingly important with its strong link with scientific and technologicaladvancements, attracting students to this field is essential for talent development and societalprogress[1]. Pre-college engineering courses broaden students' pathways to STEM fields byexpanding their interest in STEM majors and providing early college experience [2]. Research showsthat pre-college engineering courses increase students' self-efficacy and confidence inengineering-related subjects. This, in turn, may encourage greater interest in pursuing careers in theengineering field [3] [4]. Moreover, while most research has focused on curriculum design, coursematerials, and the influence of teachers[1] [5] [6], studies suggest that parent-related factors

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kristin Spangler Chisholm, University of Delaware

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Pre-College Engineering Education Division (PCEE)

. Developed by Estrada and colleagues [8, 9] and grounded in Kelman’ssocial influence theory, TIMSI explores how social interactions shape motivation,engagement, and persistence, particularly for underrepresented minorities in STEM [13,14]. By focusing on three key processes—self-efficacy (rule-orientation), identification,and internalization of values—TIMSI explains how individuals come to see themselvesas part of a scientific community [8, 15]. This model emphasizes how identity formationand aligning personal values with community norms are essential for fostering long-termengagement in STEM fields. Mentorship and research experiences are pivotal in facilitating the processesoutlined in TIMSI. These interactions encourage individuals to

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bree Jimenez, Baylor University; Ginevra Courtade, University of Louisville; Christine M Cunningham, Museum of Science; Jennifer Marie Fosbinder, University of Louisville; Mary Rathmann, University of Louisville

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Diversity

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Pre-College Engineering Education Division (PCEE)

participants were asked to fill out self-efficacy surveys 3 separate times; at the beginning of the first professional development (PD)before receiving training or experience on engineering instruction, at the beginning of PD 2 afterimplementing one month of engineering instruction, and at the beginning of PD 4 aftercompleting the unit. The surveys measured their confidence in the UDL framework, theirunderstanding of the 16 engineering Habits of Mind (HOM), their perceptions of the importanceof these HOMs, as well as their confidence in fostering HOMs within their students. The overallmean scores for all participants increased in each area indicating an increase in their overallconfidence with teaching engineering to their students. The HOM in which

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University

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Diversity

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Pre-College Engineering Education Division (PCEE)

likely to pursue STEM majors and careers. Additionally, Alexander, etal. [15] indicate that minority students who participate in STEM outreach programs demonstratehigher levels of academic self-efficacy and are better positioned for future STEM success.Despite significant advancements in renewable energy technologies and growing publicawareness, clean energy education has not fully reached all segments of society [16]. Existingliterature suggests that targeted educational outreach remains critical for addressing these gaps[17-20]. Ikevuje, et al. [5] note that while general STEM outreach has expanded, specializedprograms focusing on clean energy and sustainability are less common, particularly those thatcater to underrepresented student

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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Pre-College Engineering Education Division (PCEE)

andGirls: A Study of Algorithm Design and Debugging (Work-In-Progress)IntroductionComputational thinking (CT) is widely recognized as a core skill for 21st-century learners,essential for success in STEM fields. Despite efforts to promote STEM education, genderdisparities persist, with women underrepresented in these fields. Scholars recommend earlyexposure to CT concepts in K-12 education to foster equity and inclusion [1]-[4]. Factorsinfluencing the gender gap include cultural stereotypes, limited computing experience, andunequal treatment, leading to negative self-efficacy [5]-[8]. Positive engagement in STEMduring early childhood can significantly influence long-term interest and participation. Whileseveral studies have examined girls

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Blas, University of Illinois at Urbana - Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Molly H Goldstein, University of Illinois at Urbana - Champaign; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE); Greg J Strimel, Purdue Polytechnic Institute, Purdue University – West Lafayette; Morgan M Hynes, Purdue University – West Lafayette (College of Engineering)

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Pre-College Engineering Education Division (PCEE)

collaborative groups provides cognitivebenefits and deepens conceptual understanding given opportunities to explain, question, justify,and negotiate, with benefits for learning and achievement outcomes” [4]. These activities enhancestudent engagement and interest to pursue STEM, helping students envision themselves in STEMcareers and increase their self-efficacy [5]. Successful projects depend on the interest andenthusiasm of team members and on effective team building [6]. Understanding how minoritizedstudents participate in groups reveals team dynamics, interactions, and any challenges thatminoritized students face in collaborative group activities.We lean on a conceptual framework to categorize types of discourse actions withing collaborategroup

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Pre-College Engineering Education Division (PCEE)

]. Malteseet al. [9] indicated the necessity of frustration that comes with children’s failure during a learningactivity. Their study showed that frustrations can promote individuals to embrace challenges andcontinuously seek out solutions during maker activities.Motivation and self-efficacy are strong factors that impact frustration. For elementary-agedchildren from grades 3 to 6, Vongkulluksn et al. [12] examined frustration as a factor inproviding moments of self-reflection and impacting subsequent activities. Frustration can alsoimpact situational interests and the motivation to continue with children’s activities. Knox et al.[7] focused on the influence of caregivers during frustrations that occur in home environments,where interaction is limited

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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Pre-College Engineering Education Division (PCEE)

teaching approach emphasizes scaffolding multidisciplinary skills to boost student self-efficacy and foster meaningful learning outcomes. Dr. Van Den Einde’s research focuses on student engagement in large classrooms, developing adaptable design-build-test projects, and creating software to enhance spatial visualization skills, a key factor in improving STEM retention and success.Dr. Nathan Delson, eGrove Education Nathan Delson, Ph.D. is a Senior Teaching Professor at the University of California at San Diego. He received a PhD in Mechanical Engineering from MIT and his interests include robotics, biomedical devices, product design, engineering education, and maker spaces. In 1999 he co-founded Coactive Drive

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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Pre-College Engineering Education Division (PCEE)

groups: miniGEMS for middle school or fifth-grade through eighth-grade students and megaGEMS for ninth-grade through twelfth-grade students. GEMS offersafter-school programs for miniGEMS middle school students and summer camps for bothminiGEMS and megaGEMS.GEMS’ mission is to inspire and empower the next generation to be innovative with their futurein the STEM fields [1], [2], [13]-[15]. GEMS covers diverse topics of education that the studentswould not normally be exposed to, such as supporting each other, developing teamwork skills,learning how to better the community with their knowledge, being creative, and developing self-efficacy [3]-[8], [10]. GEMS’ goal is to increase the number of students interested in STEMcareers, especially in

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)

educational and career choices,and (iii) the path to success in academics and career [45]. The theory incorporates various conceptssuch as interests, abilities, and values from earlier career theories that are interconnected withcareer development [45]. SCCT asserts that career choice intentions and behaviors are overseenby three intricately linked variables: self-efficacy beliefs, goals, and outcome expectations [43].SCCT emphasizes the role of psychological, social, and economic factors [46] as well onindividual career decisions. According to SCCT, goals are categorized into two types: choicegoals, which focus on selecting activities, and performance goals, which emphasize achievingspecific outcomes [45]. We chose SCCT as a systematic framework