Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily M. Haluschak, Purdue University, West Lafayette; Michelle L. Stevens, Lafayette School Corporation; Tamara J. Moore, Purdue University, West Lafayette; Kristina Maruyama Tank, Iowa State University; Monica E. Cardella, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; Ruben D. Lopez-Parra, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

of the challenge.Many models of engineering design for pre-college learners are consistent with Crismond andAdams’ recommendations. In the Next Generation Science Standards, “Defining and delimitingengineering problems” is one of three core components of the design process. For grades K-2,children should be able to “Ask questions, make observations, and gather information about asituation people want to change to define a simple problem that can be solved through thedevelopment of a new or improved object or tool.” This is based on the 2012 National ResearchCouncil report that suggests that by the end of grade 2, children should understand that “asituation that people want to change or create can be approached as a problem to be

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez M.Ed., Ira A. Fulton Schools of Engineering, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #34082Engineering Virtual Design Competition – A Solution for High SchoolSummer Outreach During the Pandemic and Beyond (Evaluation)Ms. J. Jill Rogers, The University of Arizona J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational re- search, developed engineering

Conference Session

Best Practices in Research & Assessment Tools for Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

standards[10], theme and magnet schools[11], and teacher professional development[12,13], excitement and engagement are improving, but there are still challenges with assessment.As students matriculate through the K-12 system and into college, they are currently assessed viaprojects, rubrics, and traditional tests. These assessments are shallow in that they do not reflectPellegrino’s priorities of cognition, observation, interpretation, comprehensiveness, coherence,and continuity[14-16]. However, there is potential for innovative assessments that can capturenot only content, but skills, and behaviors that are desired in the dynamic, interdisciplinaryengineering and design space. There is still a need for an assessment tool that accomplishes

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University; Robert Wimpelberg, University of Houston; Jean S. Larson, Arizona State University; Alison Cook-Davis, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

ofindividual units that use a project-based inquiry approach to teach science to middle schoolstudents. Real-world design challenges are provided for students to develop and present solutionsto their teacher and peers[11]. TeachEngineering.org is an NSF-funded collaboration betweenfive universities and the American Society for Engineering Education (ASEE). TheTeachEngineering.org website offers a collection of K-12 engineering curricula aligned withstandards that are free for teachers to download and use in their classrooms [12]. Engineering is Elementary (EiE) is a curriculum developed through the Museum ofScience Boston for grades 1-5[13]. EiE has simplified the process of engineering design into afive-steps to provide early education

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

William A. Kitch, Angelo State University; Andrea L. Robledo, Angelo State University; Wanda James Green

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #34756A Model for Conducting K-12 STEM Summer Outreach Programs DuringtheCOVID-19 PandemicDr. William A. Kitch, Angelo State University Dr. Kitch is Professor and Chair of the David L. Hirschfeld Department of Engineering at Angelo State University. Before starting his academic career he spent 24 years as a practicing engineer in both the public and private sector. He is a registered professional engineer in Colorado, California and TexasMs. Andrea L. Robledo, Angelo State University Dr. Andrea Robledo received her PhD in Higher Education and Student Affairs from Indiana University. Dr. Robledo currently serves as

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Cellitti, Drexel University ; Rasheda Likely, Drexel University; Magdalene Kate Moy, Drexel University; Christopher George Wright, Drexel University

Tagged Divisions

Pre-College Engineering Education

through K-12 [3].Purpose of Study This study reviewed 40 lessons from a reputable and high-trafficked website. Thiswebsite provides over one thousand free activities and is funded by NSF. The website’s foundingpartners consist of more than five well-respected institutions and is one of the only websites thatprovides complete curricular units, as opposed to stand-alone activities, at completely no cost.Thus, this website was chosen as the data source of our SEP analysis. Methodology This research study uses a summative approach to qualitative content analysis [15]. Thistype of analysis involves identifying certain content that will be the focus of the research prior toanalysis, in this case

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Dornian, University of Calgary; Mohammad Moshirpour, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Pre-College Engineering Education

. IntroductionAccording to Innovation, Science and Economic Development Canada, “Digital skills, likecoding and understanding how to use new technologies to solve real world problems havebecome increasingly vital across all sectors of the global economy” [1]. The importance ofdigital skills extends beyond the borders of one country and encompasses the whole world [2].Engineers are key to building the future societies and economies. Hence, the impact of digitalskills training in engineering education is of utmost importance. In this paper, a systematicliterature review of digital skills programs in global K-12 education is performed.First, we define the term ‘digital skills.’ The use of the term ‘digital skills’ has soared since thelate 1990s as the Internet

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the responsibility and the ability to go out and find the information that they need. That's a skill that is handy everywhere in high school and beyond, so I think that's a big learning goal of that. [Spring 2017] Understanding of Science Teachers noted that students’ experiences in IC taught them about the process ofscience, including the role of iteration, working through adversity and failure, theinterdisciplinary nature of science, and the need for practicing rather than memorizing. They saw that too, like I should have changed this and I should have changed this, and they get to see what errors have occurred and what they should have changed. Oh, I need to redo my prototype, so they get to see

Conference Session

Pre-college Engineering Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sana M. Syed, Saint Louis University; J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University; Traci Aucoin; Adrienne Enriquez, Oregon GEAR UP; Kelsey Z. Musa, Saint Louis University; Rachel Bultas

Tagged Divisions

Pre-College Engineering Education

. Gleason, J., et al., Integrated Engineering Math-Based Summer Bridge Program for Student Retention. Advances in Engineering Education, 2010. 2(2): p. 1-17.5. Santiago, L.Y. and R.A.M. Hensel, Engineering Attrition and University Retention, in 2012 ASEE Annual Conference and Exposition. 2012, American Society for Engineering Education: San Antonio, TX.6. Sullivan, J.F., et al. Beyond the Pipeline: Building a K-12 Engineering Outreach Program. in 29th ASEE/IEEE Frontiers in Education Conference. 1999. San Juan, Puerto Rico.7. Poole, S.J., J.L. deGrazia, and J.F. Sullivan, Assessing K-12 Pre-Engineering Outreach Progreams. Journal of Engineering Education, 2001. 90(1): p. 43-48.8. deGrazia, J.L., et al., A K-12/University Partnership

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University

Tagged Divisions

Pre-College Engineering Education

Society for Engineering Education, 2018 The State of Engineering Integration in K-12 Science Standards Five Years After NGSSAbstractRecent initiatives in engineering education have resulted in the integration of engineeringconcepts directly into K-12 education standards. The most notable example of this is the NextGeneration Science Standards (NGSS), released in 2013. The NGSS not only includes standardsfocused directly on engineering, but also lists engineering design as one of four primary domainsof science.Since educational standards are defined on a state-by-state basis, the direct impact of the NGSSis limited to the states which choose to adopt them. Beyond this, however, the NGSS have anindirect impact

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Farnsworth, Arizona State University; Jean S. Larson, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

rewards and punishments to facilitate learner performance while also preventing orminimizing frustration. Van de Pol et al.’s scaffolding framework [22] and Saye and Brush’shard and soft scaffolding [18] are used in this study as the means of analysis and interpretation ofthe data collected by the researchers. These frameworks enabled the analysis of instructor-learnerinteractions, specifically examining how instructors supported student learning through thevarious scaffolding strategies and goals. A detailed description of how these scaffoldingframeworks were used will be described below.Research questionsThis study examined how K-12 engineering teachers planned to scaffold and support studentlearning, how teachers implemented scaffolding in a

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

the desire to provide students with more authentic learningexperiences in the classroom that allow students opportunities to develop science and STEMidentities [68]. Given how identities are “produced through practices, relationships andinteractions within specific sites and spaces” [68, p. 619], there is a need to increase the diversityof those persisting in STEM fields through college and beyond to include historicallyunderrepresented students. A Framework for K-12 Science Education notes that not all studentswill choose to pursue STEM careers, but that, “a science education based on the framework willmotivate and inspire a greater number of people - and a better representation of the broaddiversity of the American population - to follow

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. She is currently a Member-at-Large for the Pre-college Division of ASEE. Dr. Carrico’s consulting company specializes in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Holly M. Matusovich, Virginia Tech Dr. Matusovich is an Associate Professor in Virginia Tech’s

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Paper ID #21596Examining the Literacy Practices of Engineers to Develop a Model of Disci-plinary Literacy Instruction for K-12 Engineering (Work in Progress)Theresa Green, Utah State University Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing.Dr. Angela Minichiello P.E., Utah State University Angela Minichiello is an assistant professor in the Department of Engineering Education at Utah State University and a registered professional mechanical engineer. Her

Conference Session

Middle School Students' Engineering Identity, Efficacy, Attitudes, and Perceptions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Isabel Huff, Springfield Technical Community College; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Sonia K. Ellis, Smith College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

- ing and the Council for Advancement and Support of Education. His research focuses on creating K-16 learning environments that support the growth of learners’ imaginations and their capacity for engaging in collaborative knowledge work.Ms. Isabel Huff, Springfield Technical Community College After participating in the instructional design of Through My Window during her four years as an under- graduate, Huff is now its outreach coordinator. She graduated summa cum laude from Smith College with a double major in Economics and Spanish in Spring 2014 and now works on the Springfield Technical Community College side of the Through My Window National Science Foundation grant.Mr. Al Rudnitsky, Smith College Al Rudnitsky

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amari T. Simpson, University of Illinois at Urbana - Champaign; Lara Hebert, University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana - Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

implement their action researchprojects rather than implementing new strategies over time. Last but not least, the action research process produced new questions. We hope that thisis an indication that this practice of action research will endure beyond the life of CISTEME365.For example, one teacher was surprised by high rates of student agreement with, “You can dothings differently, but the important parts of who you are can’t be changed.” As a result, shewants to further study what students identify as these unchangeable “important parts.” Anotherparticipant who experienced challenges with buy-in and follow-through from other adults in thebuilding is now wondering how to get more school leaders and families to understand their rolesin

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

professional developmentprogram positioned the importance of the inclusion of engineering content and encouragedteachers to explore community-based, collaborative activities that identified and spoke to societalneeds and social impacts through engineering integration. Data collected from two of the coursesin this project, Enhancing Mathematics with STEM and Engineering in the K-12 Classroom,included participant reflections, focus groups, microteaching lesson plans, and field notes.Through a case study approach and grounded theory analysis, themes of self-efficacy, activelearning supports, and social justice teaching emerged. The following discussion on teachers’engineering and STEM self-efficacy, teachers’ integration of engineering to address

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Wendy Wakefield, Arizona State University; Mia Delarosa, Arizona State University; Clark Miller, Arizona State University; Carlo Altamirano-Allende

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, collaborativetransformative practices” (p. 108). In other words, actively and collaboratively doing engineeringprojects and practices can result in deeper knowing than passively learning information andprocesses in decontextualized settings. Further, Stetsenko12 argues that activism provides apathway for learners making “authentic-authorial contributions” to community practices andknowledge (p. 33). This meaningful engagement moves “beyond the status quo” to “enacting thefuture through agentive contributions to collaborative practices”11 (p. 103). It allows students todo something good in the world through their activist stance.Engineering as a Socio-technical FieldTo take such a stance one needs socio-technical, not just technical, knowledge. The 21st centuryhas

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

NGSS and CCSS Content Band Standards K-2 Create a safe way for Little Red Riding Hood to cross RLK.1-3, RLK.5, RLK.7, SLK.1-2, through the woods to get to Grandmother's house. SLK.4-6, K-2-ETS1-1, K-2-ETS1-2 K-2 The three pigs were having trouble building a house to CCSS.ELA-Literacy.SL.1.1 withstand the force of the wolf's breath. Design a house (A,B,C), K-2-ETS1-1, K-2-ETS1-2, that cannot be blown by the Big Bad Wolf. CCSS.MATH.CONTENT.1.A.2 3-5 Design a lunch box that keeps food fresh and is theft CCSS.5, MD.C.3-Volume, CCSS.5, proof

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

encourage them to pursue STEAM careers. One particularly effective approach isthrough hands-on learning and “making,” since children often have a natural affinity fortinkering and learn well through active involvement in meaningful activities [1]. Hands-on,project-based learning has been shown to get more students engaged with STEAM and help themlearn key skills for the future [2]. However, most STEAM education programs target students inupper-middle or high school [3]. Bustamante et. al write, “Since engineering education hastraditionally not been part of the general K–12 education experience (i.e., the beginning ofprimary school (age 5) through the end of secondary school (age 18)), early childhood educatorshave minimal background in engineering

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Tandon’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distin- guished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included 3 edited books, 9 chapters in edited books, 1 book review, 61 journal articles, and 140 conference pa- pers. He has mentored 1 B.S., 26 M.S., and 5 Ph.D. thesis students; 47 undergraduate research students and 11 undergraduate senior design project teams; over 480 K-12 teachers and 115 high school student researchers; and 18 undergraduate GK-12 Fellows and

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Latanya Robinson, Florida International University; Adam Kirn, University of Nevada, Reno; Candice Guy-Gaytán, BSCS Science Learning; Joshua Alexander Ellis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives," Perspect. Psychol. Sci., vol. 1, no. 2, pp. 133–163, Jun. 2006, doi: 10.1111/j.1745-6916.2006.00010.x.[31] T. Williams and K. Williams, "Self-Efficacy and Performance in Mathematics: Reciprocal Determinism in 33 Nations," J. Educ. Psychol., vol. 102, no. 2, pp. 453–466, May 2010.[32] F. Borgonovi and A. Pokropek, "Seeing Is Believing: Task-Exposure Specificity and the Development of Mathematics Self-Efficacy Evaluations," J. Educ. Psychol., vol. 111, no. 2, pp. 268–283, Feb. 2019.[33] E. A. Linnenbrink and P. R. Pintrich, "The role of self-efficacy beliefs in student engagement and learning in the

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang, Indiana University Bloomington ; Peter N. Knox, Binghamton University (State University of New York); Adam V. Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education

eachsession should establish and reinforce the idea that their projects extend beyond the life of thesessions to their home environments. This can be reinforced through situating our languagewithin an engineering design process. We could further utilize the experience of the volunteerengineers and makers as many of their design challenges and projects occur over a period ofmany months, if not years. We acknowledge that these factors are based on our perspective asresearchers and developers of the community-based project, and not necessarily factors thatcaregivers perceived as having a negative influence on their roles. For example, while Una moreoften interacted with the maker than Zac during the April session, this was a role she enacted tolearn

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bastiaan, Kettering University; Roger Bastiaan, ENWIN Utilities

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Elementary School Girls in STEM Fields Through Outreach ActivitiesAbstractDespite the known value of a diverse STEM workforce, women and minorities continue to beunder-represented in STEM fields. Engineering undergraduate degrees, in particular, are awardedto women and minority engineering students in North America at a lower rate compared to theirmale counterparts. Research has shown that low self-confidence in learning math and sciencesubjects starts at a young age in girls and minority students, often in the early years of elementaryschool, and this ultimately leads to low interest and enrollment in STEM undergraduate programs.In an attempt to combat negative stereotypes about the capabilities of girls and minorities inSTEM

Conference Session

Energy & Technology in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meera N. K. Singh, University of Calgary; Krista Francis, University of Calgary; Julia Anna Patricia Sather, University of Calgary; Philip Egberts, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

paper will detail this project along with the impact that itstransdisciplinary approach to teaching and learning had on the camper’s experience.Keywords: STEM K-12 Outreach; inquiry based learning, transdisciplinary learningIntroduction:Minds in Motion (MiM) is a non-profit organization that has been developed and fostered by theUniversity of Calgary’s Schulich School of Engineering (SSE) and facilitated by the ActiveLiving Department in the Faculty of Kinesiology. The purpose of this organization is to provideenrichment programs to students in K-12, specifically encouraging them to explore science,engineering, technology, and math (STEM) through meaningful hands-on, cross-curricular,inquiry-based activities. To accomplish this, MiM supports a

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Beth Ann White

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

socio-cultural dimensions of pre-college engineering education. She received her M.A. and Ph.D. in Educational Studies from Emory University.Ms. Beth Ann White c American Society for Engineering Education, 2019 The Tiny House Project: Building Engineering Proficiency and Self-Efficacy through Applied Engineering at the High School Level (Evaluation)IntroductionOne of the commonly cited benefits of engaging K-12 students in engineering is the potential forstudents to identify and work to solve authentic real-world problems [1], [2], [3]. In their recentelucidation of a set of epistemic practices of engineering, Cunningham & Kelly highlight theimportance of contextualizing engineering

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

Paper ID #35042A Case Study on How Teachers’ Knowledge and Beliefs Influence TheirEnactment of the Project Lead The Way Curriculum (Evaluation)Dr. Mary K. Nyaema, The University of Illinois at Chicago Mary Nyaema is an educational consultant with the University of Illinois at Chicago. She earned a doc- toral education degree from University of Iowa. She has two years post doctoral experience in discipline based educational research and has taught high school science and mathematics. Her research interests include STEM Education, active learning, evidence based strategies and problem based learning.Dr. David G. Rethwisch, The

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Pre-College Engineering Education

., those who designed the initial activities, scaled the outreach efforts to differentstates, first launched classroom workshops, and/or established library partnerships). Eachparticipant created a reflective account of their experiences. Core to our research is the thematicanalysis of the first-hand accounts of the graduate outreach coordinators’ experiences [3] inscaling outreach efforts through partnerships to make diverse perspectives visible.In our discussion section of this work we propose a model of our K-12 STEAM outreach effortsthat helps us think about the ways in which each graduate coordinator influences the outreachprogram while maintaining a core vision and commitment. The implications of this work cansupport engineering educators

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

STEM Initiative (CBSI), funded by six phil- anthropic foundations, he has conducted significant K-12 education, training, mentoring, and outreach activities to integrate engineering concepts in science classrooms and labs of dozens of New York City public schools. He received NYU Tandon’s 2002, 2008, 2011, and 2014 Jacobs Excellence in Education Award, 2002 Jacobs Innovation Grant, 2003 Distinguished Teacher Award, and 2012 Inaugural Distin- guished Award for Excellence in the category Inspiration through Leadership. Moreover, he is a recipient of 2014-2015 University Distinguished Teaching Award at NYU. His scholarly activities have included 3 edited books, 9 chapters in edited books, 1 book review, 62 journal

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, PhD in Engineering Education). Her research interests focus on how children engage in de- signing and constructing solutions to engineering design problems and evaluating students’ design arti- facts. Her outreach work focuses on creating resources for K-12 educators to support engineering edu- cation in the classroom. She is also the founder of STOMP (stompnetwork.org), LEGOengineering.com (legoengineering.com), and the online Teacher Engineering Education Program (teep.tufts.edu). c American Society for Engineering Education, 2019 Development of a Create-a-LEGO-Engineer Activity to Examine Students’ Engineering Identity (Work in Progress)IntroductionOne of the