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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Diversity

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Pre-College Engineering Education Division (PCEE)

middle school level, literature shows that girlsare not actively being exposed to and participating in engineering contexts compared to their malecounterparts. Researchers have suggested collaborative learning might lead to increased interestand participation in STEM. Yet, the literature points to the need for understanding how minoritizedstudents interact with and experience collaborative group work settings. This study aims to explorehow middle school girls in STEM engage with their peers during microelectronics group activitiesand how these interactions influence their learning experiences and collaborative skills throughthe research question: What are the discourse patterns present in girl-only groups during a pre-college microelectronics

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiahui Song, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Douglas Eric Dow, Wentworth Institute of Technology; James R. McCusker Ph.D., Wentworth Institute of Technology; Suzanne Sontgerath, Wentworth Institute of Technology; Ilie Talpasanu

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Diversity

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Pre-College Engineering Education Division (PCEE)

program onthe students’ affective and learning experience. To this end, a survey was administered to theeight students who participated in the program, after completion of the projects. All studentsparticipated in the survey, and the results revealed that 62.5% of the students reported beingextremely satisfied with the robotics program, including working with their peers and interactingwith the faculty. The students expressed that they found the academic program experienceenjoyable and useful in helping them to identify their future college interests and majors.IntroductionEducational robotics offers a stimulating and enjoyable environment for young individuals, whilesimultaneously introducing them to technological advancements. A growing number

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amelia Yeo, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Sharyn Anastasia Limas, Nanyang Technological University

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Diversity

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Pre-College Engineering Education Division (PCEE)

gesture production in bilinguals, gestural effects on learning, visual attention to hand movements, and the role of expectation in communication. Her work has been published in journals such as the Journal of Experimental Psychology: Learning, Memory and Cognition, as well as in peer-reviewed conference proceedings. Her work is also highly interdisciplinary, crossing the fields of cognitive science, embodied cognition, psycholinguistics and education. She serves as the honorary secretary of the Educational Research Association of Singapore (ERAS) for 2024-2026.Dr. Ibrahim H. Yeter, Nanyang Technological University Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang

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)

successful. They may really struggle in reading or writing, and for this to happen, for them to be able to participate in this kind of an experience. This might be an area where they’re really successful, and it’s such a confidence boost. I also think it’s important for kids to see, you know, they pick up on things. They know, they understand that sometimes students are struggling, so being able for them to see like the value from their peers that they have really good ideas to share. You know, because they do, and it’s just it’s not necessarily always the way that we’re able to show that to others”Molly highlights the ways that DT differs from other talks. For the students, the novelty ofengineering, engaging in

Conference Session

Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jialing Wu, Vanderbilt University; Medha Dalal, Arizona State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

. Interestingly, “Projects”elicited mixed responses, featuring both the most and least favored aspects. Other best-likeaspects emerged around the Engineering Design Process, and Flexibility and Creativity, whilethe least-liked themes included Assignment and Writing, and Timeframe.Table 2. Top Three Best and Least liked Aspects of the Courses. Best Liked Aspects Count Freq (%) Least Liked Aspects Count Freq (%) Projects 207 70 Assignment and Writing 108 36 Engineering Design Process 156 39 Projects 73 24 Flexibility and Creativity 100 25 Timeframe 22 7Concerning Projects, students highlighted

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; Rachel Figard, Arizona State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

● Her interests include reading, music, and computers. ● Challenges in the classroom involve a "quiet refusal" and verbal repetition. Kiernan 21 Career Readiness Track ● She completes tasks when given clear instructions and modeling. ● Performs significantly below her peers in reading, writing, and math. Matt 18 Diploma Track ● He excels in classroom activities, blogging, and creating

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cathy P. Lachapelle, STEM Education Insights; Medha Dalal, Arizona State University; Katie McKeown, Engineering for US All (e4usa™); Jialing Wu, The Ohio State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

of Practice (CoP) that connects them with peers, e4usa teammembers, university faculty, and practicing engineers throughout the year. CoP sessions are heldvirtually bi-weekly in two different formats. Once with the coaches in a small peer group andanother time with the entire cohort. These sessions encourage teachers to share classroomexperiences, exchange lesson plans, and engage in discussions. e4usa team also providesongoing support through a learning management platform addressing curriculum-relatedquestions and facilitating collaboration and professional growth within the teaching community.PersonasTo achieve its goals, e4usa has treated the curriculum design process as a Learning Engineering(LE) [8] design challenge. The team has, at

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tala Katbeh, Texas A&M University at Qatar; G. Benjamin Cieslinski, Texas A&M University at Qatar; Hassan Bazzi

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Diversity

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Pre-College Engineering Education Division (PCEE)

interestedto study for a university degree?”, and “why are you interested in learning about robotics? Whatare your career goals?”. The answers would help demonstrate the students’ writing and technicalskills, previous involvements, and interests. The students are selected from schools all aroundQatar that are interested in robotics and have shown to possess great group dynamics. Typically,the students are selected based on their performance in previous interactions from the STEMactivities and programs hosted by the university where the outstanding and skilled students areidentified and invited to be participate. However, there are instances where the students reach outto participate in such programs or schools would nominate their high-achieving

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)

the challengesof engaging students without the presence of teachers and peers to encourage, motivate, andsupport them [5]. While there is little research on effective pedagogies for engaging students inonline labs, a recent study suggests that providing support for students before and during thehands-on projects, clear instructions about the experiment and set-up, and pre-structuring of labactivities, lead to successful student engagement with the activity [6]. Moreover, an importantgoal of Discover UC San Diego is to build confidence and self-efficacy, especially infirst-generation high school students, for college success. As defined by [7], “self-efficacy refersto an individual’s subjective conviction in his or her capabilities to perform

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)

Commitment of Community Collaborators in Engineering Education and Industry (Work in Progress) AbstractThe underrepresentation of neurodiverse individuals, particularly those with autism, in the field ofengineering has been well-documented. The inclusion of these diverse learners must involve innovativepathways to engineering instruction. Additionally, steps must be taken to ensure inclusion and success inboth educational and workplace settings through individualized supports and by effectively preparingeducators, peers, and employers. Engineering Community Inclusion of Individuals with Autism (ECIIA), anNSF-funded project, will employ virtual reality (VR) technology to engage more autistic high

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of Minnesota; Gillian Roehrig, University of Minnesota - Twin Cities

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Diversity

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Pre-College Engineering Education Division (PCEE)

, including classroom settings,educator perceptions, and peer interactions [5]. Particularly relevant to this study and thedevelopment of STEM identity, Carlone and Johnson developed a model of science identitybased on the experiences of undergraduate female students of color [3]. Focusing on 15 womenof varying racial and ethnic identities at a small university, Carlone & Johnson conductedinterviews with participants about their experiences in science spaces, leaning heavily on therecognition component of science identity. As a result, Carlone and Johnson indicated threecomponents of internalized science identity: performance, recognition, and competence.Competence involves demonstrating skill and ability, performance pertains to speaking

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)

underrepresented students must develop together in the class activities. CRPempowers the teachers' role as a designer in implementing policies and sociocultural research fordeveloping three main competencies in classrooms. The first competence that CRP teachers haveis student learning. Ladson-Billings redefined this term in 2021. She writes that it means howmuch the student grows in one scholarly period that begins in the fall and finishes in the spring-measuring this individual growth. CRP highlights this growth and avoids demerits of thestandards test; CRP considers that standardized tests do not measure other meaningful learningthat students could have acquired during the academic year. The second competence, CulturalCompetence in the context of CRP

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliot Benjamin Roe, Georgia Institute of Technology; Duncan Johnson, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

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Diversity

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Pre-College Engineering Education Division (PCEE)

agency and creativity during the transition process.Our Solution: PatchWe present Patch1 , a free and open-source online coding environment built to help novice learnersbridge the gap between Scratch and Python. Figure 1 shows Patch’s editor. Built on the ScratchVM [17], Patch integrates Pyodide [18], a library that enables web-based Python execution, toallow learners to write Python code that directly interacts with the Scratch game engine. Patch isbuilt to mirror many of the successful aspects of Scratch’s programming environment that aren’tseen in a traditional text-based programming environment. We describe below how Patchaddresses the key transition challenges: Figure 1. The editor of the Patch coding

Conference Session

Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristina Diordieva, Nanyang Technological University; Adeel Khalid, Kennesaw State University; Sohini Gupta, Wheeler High School; Ibrahim H. Yeter, Nanyang Technological University

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Diversity

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Pre-College Engineering Education Division (PCEE)

optimization for aerospace applications.Sohini Gupta, Wheeler High School Sohini Gupta is a junior high school student at Wheeler High School, a distinguished magnet program in Marietta, GA. She is passionate about STEM, particularly engineering. Committed to pursuing a career in STEM despite challenges faced by underrepresented groups, Sohini actively seeks opportunities to engage in hands-on projects and STEM-related activities. She aspires to inspire her peers by being a proactive role model in the scientific community.Dr. Ibrahim H. Yeter, Nanyang Technological University Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore

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)

purpose of engaging in this custom is for students to honortheir heritage and strengthen their connection to the African diaspora. The word “Ase” was also used toaffirm and praise students for correct answers to questions. Familial African terms were used, withinstructors addressed as “Mama” or “Baba” and peers referred to as “brother” or “sister”, reflecting theAfrican cultural values of communal respect and familial bonds (Wilson et al., 1995). Swahili phrases like“Asante sana” (thank you) and “Karibu” (you’re welcome) further immersed students in African languageand culture. The day ended with a communal closing exercise called, “Community”, a reflective practicerooted in African traditions of communal discussion, where all perspectives are

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lajja Mehta, Tufts University

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Diversity

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Pre-College Engineering Education Division (PCEE)

for the educational context for this study. Failure forthis study was defined as not implementing NE, which would ultimately mean students not beingable to learn hands-on engineering integrated with reading and writing. Terms Chances of Failure(CoF) and Impact of Failure (IoF) were used to measure the probability and impact of potentialfailure. Additionally, since the goal was to recognize which factors out of the 10 acted as barriersfor NE, the term Barrier Index (BI) was used to signify multiplication result from CoF and IoFvalues.First section of the questionnaire included questions around the 10 factors to gauge CoF based onthe situations and perceptions of teachers. For each of the 10 factors, a corresponding questionwas included in the

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University - Kingsville; Kai Jin, Texas A&M University - Kingsville; Mohammad Motaher Hossain, Texas A&M University - Kingsville; Marsha Sowell, Texas A&M University - Kingsville; Benjamin Turner, Texas A&M University - Kingsville; Hui Shen, Texas A&M University - Kingsville; Xiaoyu Liu, Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC

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Diversity

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Pre-College Engineering Education Division (PCEE)

include Sustainable Energy, Green Manufacturing, Quality Control, and Multi Objective Decision Making and Optimization as well as Engineering EducaMohammad Motaher Hossain, Texas A&M University - Kingsville Mohammad Motaher Hossain is an Associate Professor in the Department of Mechanical & Industrial Engineering at Texas A&M University-Kingsville. His research mainly focuses on structure-property relationship in polymers, surface engineering, polymer tribology, contact mechanics, and fracture and failure analysis of polymeric materials. He received his Doctorate degree in Mechanical Engineering from Texas A&M University. Dr. Hossain is a frequent peer reviewer for a number of journals and served as a

Conference Session

Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Duncan H Mullins, University at Buffalo, The State University of New York; Jessica E S Swenson, University at Buffalo, The State University of New York; Mary McVee

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Diversity

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Pre-College Engineering Education Division (PCEE)

beliefs that children must be fully proficient in Englishbefore they can participate in intellectually challenging STEM activities and learning. As aresult, students classified as emergent bilinguals are often placed in tracks with low-level contentand low expectations [2], [3], [4], [5]. This leads to fewer opportunities to participate in math,science, or engineering lessons, thus exacerbating the inequities between multilingual studentsand their monolingual English peers [6], [7]. This deficit mindset is detrimental to the learningopportunities of these students. In contrast, asset-based pedagogies (such as translanguaging) formultilingual students are engaging, effective, and often benefit every student in a classroom.In seeking to introduce

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)

career [11]. Research indicates that school-day opportunities for algebraremediation had a detrimental impact on higher-ability peers who would otherwise be advancingonto new skills [12]. Moreover, budding literature on the effectiveness of online programs pre-pandemic [13] indicated an innovative avenue for research and program development. Thus, theoriginal conceptualization of BOAST in 2019 was as an asynchronous, fully online afterschoolprogram. Instead of more math, the program developers aimed for contextualized math through analgebra-for-engineering, problem-based model. Culturally relevant teaching [14] is demonstratedto impact STEM self-efficacy, STEM identity, and STEM career aspirations [13], [15]. Applyingmath skills to

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)

support autistic students in K-12 education, higher education, and employment. Theauthors stress the need for ongoing efforts to prepare educators, employers, and peers to betterunderstand and support autistic individuals. As a result, this requires developing new pathways toengineering education and opportunities that address both their potential and their specific needs (Ehsanet al., 2019; Kouo et al., 2021). Additionally, the focus of many research articles related to broadening participation for autisticstudents in engineering is often within an article that explores STEM more broadly (Ehsan, 2018;Nachman et al, 2024; Wei et al, 2017) or more broadly addresses students with disabilities (Bellman et al,2018; McCall et al, 2020; Moon

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)

necessitatemultimodal communication such as writing, drawing, and gesturing, and “displaying informationmultimodally supports [MLs’] receptive language” (p. 267). Studies have also proposed effectiveways of teaching engineering to MLs. For example, Lee et al. [6] proposed that MLs benefitfrom engaging with multiple modalities (e.g., visuals, diagrams, and linguistic models). Garlickand Wilson-Lopez [7] recommended using contextualized, relevant, and culturally responsiveengineering challenges.Building on these insights, the present study aims to contribute to the literature by exploring oneteacher’s experience as a teacher of MLs within the context of culturally relevant engineeringeducation in her classroom. The purpose of this study was to understand how

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adam W Davidson, Duke University; Kip D. Coonley, Duke University

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Diversity

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Pre-College Engineering Education Division (PCEE)

underrepresented students from yourschool/program for this field trip? he writes:“I believe more than underrepresented students wanted to attend the trip, but were saddened tohear it was targeted towards these populations which they did not identify with. If possible,multiple trips per school year (perhaps one fall, one spring) would help bring in more students. Itis difficult to comment on benefiting underrepresented students, as Duke (as are most colleges) isexpensive. Some students were attending simply to see what college life was like, while othersmay be specifically thinking about Duke as their post-secondary education. I believe those thatidentified as underrepresented students still found enjoyment and a ‘place’ with Duke, but morecommentary on

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)

) Adding to the summary table (see example Summary Table below in Part B): - Direct students to appropriate column and activity. - Students will come to consensus on how the task demonstrates the phenomenon. - Students will come to consensus on why this task is important for understanding the phenomenon. Task #3: Agenda: Justice and Writing - Reintroduce students to initial hypothesis Wrap-Up - Justice 12: show students below picture and answer

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)

and digital engineering notebooks play vital roles in pre-collegeengineering education by enabling students to document their design processes and reflect ontheir progress. Physical notebooks have long been favored for their simplicity and ability tosupport cognitive engagement through writing and sketching, which research shows enhancesmemory retention and understanding [4]. They are also accessible and affordable, making them apractical option in schools with limited digital resources. Despite advancements in digitaltechnology, many students and professionals still opt for the physical notebook format due to itsease of access and use without having to deal with the complexities of accessing expensiveequipment (hardware and software) and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International

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Diversity

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Pre-College Engineering Education Division (PCEE)

instructions to serving as a facilitator and advisor, allowing students to work on challenges and failures on their own and with their peers. 2. Assessing the feasibility of implementing the curriculum in rural STEM classrooms: Teacher’s feedback during learning community sessions, interview and focus group responses, and responses to the Stages of Concern (SOC) questionnaire from the Concerns- Based Adoption Model (CBAM) suggest that teachers were engaged with the program and found the model usable and feasible to implement. 3. Collecting initial data on the program’s effects on the classroom environment and student’s engagement and interest in engineering: the researchers collected evidence on changes to

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Nhu Tran, University of British Columbia; Jessica Wolf, University of British Columbia; Shouka Farrokh, University of British Columbia; Katherine Lyon, University of British Columbia; Robyn Newell, University of British Columbia; Jenna Felice Usprech, University of British Columbia; Karen C. Cheung, University of British Columbia; Agnes Germaine d'Entremont P.Eng., University of British Columbia

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Diversity

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Pre-College Engineering Education Division (PCEE)

focused on youth with these identities.Search strategyWe used a standard systematic review approach following the PRISMA guidelines [23]. Wesearched three education-related databases: ERIC (EBSCO), Education Source, and AustralianEducation Index (also known as “International ERIC”). We composed a search string usingkeywords for concepts related to our objective (Table 1), and completed the search in December2023. We limited our search to 1993 onward, papers written in English, and peer-reviewedresearch work.Table 1: Search terms used. Search strings for each concept were combined with AND to createan overall search string. Note that listing “science” or “engineering” alone in the content conceptgave many extraneous results, so content and type

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)

tools, machining, circuits/breadboards/soldering,microcontrollers, and instrumentation (i.e., thermocouples, pressure transducers). Andprofessional skills or project experience with: report writing, oral presentations, statisticalanalysis of data, problem identification/problem formulation, creative ideation of designalternatives, project management tools (i.e., Gantt chart, Kanban board), research literaturereview, conflict resolution, time management, website creation. Within the pre/post programevaluation survey students about their interest in science and engineering, what they know aboutengineering careers, and if they see themselves pursuing engineering in school or jobs as seen inTable IV. A subset of survey items were repurposed from

Conference Session

Inclusive and Reflective Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert Hayes, Tufts Center for Engineering Education and Outreach; Jennifer Cross, Tufts Center for Engineering Education and Outreach; Elissa Milto, Tufts Center for Engineering Education and Outreach

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Diversity

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Pre-College Engineering Education Division (PCEE)

same access to STEM as their typically developing peers,specifically, as discussed in this paper, access to computational thinking and robotics. We reporton the co-design of technologies for Opportunities for Robotics, Building, and InnovativeTechnology (ORBIT), an educational robotics program for autistic middle school studentsdesigned to integrate learning computational thinking (CT) practices with executive functioning(EF) skills. The program includes a computer coding component and several student-facingscaffolds. We are developing this program through a research-practice partnership betweenresearchers at a private northeastern university and practitioners at a local public school within asub-separate, special education program designed

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; TABE AKO ABANE, Purdue University

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Diversity

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Pre-College Engineering Education Division (PCEE)

? Jury deliberation is when evidence is • What would be the burdens if the defendant examined and conscientiously negotiated wins the case? to reach a consensus on a decision. • What are the advantages and disadvantages of laws that protect solar panel owners? Students imagine multiple futures Eliciting FUTURES Reasoning through ethical depending on which side wins the case. For integrity their state legislature, students work in • What would be the impact in 5 years if the teams to write a bill that 10 years from

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)

discussed how some high schools lacked proper and effective career guidance programsthat were deemed necessary when students were choosing their college major [6]. Academiccommunities and international conferences embraced the importance of women’s representationin engineering by adopting topics pertaining to women as main session themes [3].The gender gap in engineering, although shrinking, may extend into the professional sector withsome women globally reporting challenges related to gender disparities [13], peer pressure [6],and financial barriers [3]. Some women engineers faced social stigma in the engineering industry[14, 15, 16, 17], including access to male-dominated networks, negative attitudes from male peers[6], and some degree of