Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs, Manhattan College; Kathleen Christal Mancuso, Manhattan College ; Zahra Shahbazi, Manhattan College; Alexandra Emma Lehnes, Manhattan College; Anthony Scotti, Manhattan College

Tagged Divisions

Pre-College Engineering Education Division

teachers were given the opportunity to explain the waysto set up a lesson using the model provided and explain to the professors the way that the lessonwould need to be taught and with what amount of time in each period. Both professionals wereable to brainstorm and offer new ideas and creative concepts to present this material to studentsbased on the particular level and content taught by the teachers in the schools. In order to initially evaluate the effectiveness of the first professional development day,surveys were distributed to teachers and faculty at the opening of the session, to examine theinitial opinion regarding the other’s approach to teaching. At the close of each workshop,teachers were asked to complete an evaluation on the

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

and mathcontent by carefully adapting educational robotics technology. The work reported in this paper isbased on the collaboration of project team (consisting of engineering and education faculty,researchers, and graduate students) with 20 middle school teachers (10 pairs of science and mathteachers at 8 New York City schools) and observations of more than 250 middle school studentsin their robotics-based STEM lessons.To begin, using appropriate questionnaire design techniques, we develop a “trust vocabulary” thatelicits what the participants (i.e., teachers and students) mean by trust in the robots for their lessonsand what factors and features of robotics may affect their trust. Next, we develop a qualitative trustassessment method using a

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria G. Bill, New York University; Yosef Skolnick, Cooper Union

Tagged Divisions

Pre-College Engineering Education Division

between that topic and several others, until they were forced tostart implementing a design and prototype. One way to address this would be to enforce stricterproject guidelines for students who wish to do a project not based on the suggested topics. Forexample, the requirements could be that team project ideas must satisfy a global or societal need,create a STEM outreach project, or come up with a new idea within the general subject areasgiven. Issues with teamwork could be addressed by having more flexible team sizes. There wasnot a specific reason why the teams needed to be roughly equal since the teams were notcompeting against each other. Allowing for flexibility with smaller teams (2-3 students) mightmake it easier for some teams to agree

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

programs.Mrs. Jean M. Trusedell, EPICS Jean Trusedell is a Nationally Board Certified Teacher with extensive experience working with K-12 Educators and students. She is working with the EPICS (Engineering Projects in Community Service) Program at Purdue University to create curriculum that can be used with students throughout the country to integrate best classroom practices with engineering principles. Previously, she was the Science and Technology Coach for MSD of Decatur Township in Indianapolis, IN.Dr. William ”Bill” C. Oakes, Purdue University, West Lafayette William (Bill) Oakes is the Director of the EPICS Program and one of the founding faculty members of the School of Engineering Education at Purdue University. He

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University; Paul A. Cobine, Auburn University; Allen L. Landers, Auburn University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

Professorship in the Department of Physics at Auburn University. Dr. Landers joined the faculty in 2003, and is an active scientist studying atomic molecular and optical physics. His research has been featured in Physical Re- view, Science, and Nature, and has been funded through the US Dept. of Energy and the National Science Foundation. In addition, Dr. Landers has won multiple awards for his work in science outreach, including leading teams of faculty to develop new opportunities for K-12 students to experience the scientific pro- cess. Some of these efforts are currently funded through NSF-EPSCoR and the US Dept. of Education through the Alabama State Dept. of Education. c American Society

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

todecide which will work best in their classroom.The model most teachers chose to use largelylooked like the Massachusetts Department ofEducation Engineering Design Process Model7(Fig. 2). Some teachers preferred to furthercondense this model into easier acronyms suchas D.E.A.L (determine the problem, evaluatepossible solutions, apply the best solution, lookback and reflect). Figure 2: Massachusetts Department of Education Engineering Design Process Model (MassachusettsTeachers work through the EDP to design and DOE 2006, p. 84)build their own wearable device to address a OneHealth issue. With guidance from Center faculty experienced in

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamad Musavi, University of Maine; Cary Edward James, University of Maine; Paige Elizabeth Brown, Bangor High School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

based projects have greatpotential to engage the interests of female and minority students 18. This paper will demonstratehow students can use engineering and science to address important environmental issues in theircommunities 19 and improve the economic well-being of their communities. The model of thispaper, STEM solution-focused with diverse citizen involvement, will have nation-wideapplicability and is designed to encourage females and minorities - as citizens of theircommunities - to pursue STEM as a career path.II. Water quality Data CollectionA. Wireless Sensor Network and Data Collection With the guidance of UMaine faculty from the Laboratory for Surface Science andTechnology (LASST) and the Senator George J. Mitchell Center

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Lorraine M. Parker, Virginia Commonwealth Universtiy

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

selected for the program, not of the specifics of the project they will be working on,or who they will be working with.The final reveal is performed at our May poster session and graduation ceremony for ourdeparting fellows who completed the program. The new fellows are invited to the poster session,and have the opportunity to talk to their peers who have just completed the program. The postersession culminates with the graduation ceremony for the prior fellows and an initiation ceremonyfor the new fellows. It is at this ceremony that the fellow is paired up with their graduate studentmentor and the faculty advisor. The expectation is that the mentors and advisors will take thetime to get to know the new fellows, talk about the project, and

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

S. Jimmy Gandhi, California State University - Northridge; Vidya K Nandikolla, California State University - Northridge; George Youssef, San Diego State University; Peter L. Bishay, California State University - Northridge

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Diversity

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Pre-College Engineering Education Division

Research in Science Teaching, 47, 5, 564–582, 2010. 5. Tyson. W., Lee. R., Borman. K. M., & Hanson. M. A., Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment, pages 243-270, Journal of Education for Students Placed at Risk (JESPAR), Volume 12, Issue 3, 2007. 6. Wiens, J, Jackson, C, (2015), The Importance of Young Firms for Economic Growth, http://www.kauffman.org/what-we-do/resources/entrepreneurship-policy-digest/the-importance-of-young- firms-for-economic-growth, Kaufmann Foundation 7. Kaufmann Foundation, The, (2014), State of Entrepreneurship Address, Towards America’s New Entrepreneurial

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Donna C. Llewellyn, Boise State University; Janet Callahan, Boise State University; Amy J Moll, Boise State University; Catherine Rose Bates, Institute for STEM & Diversity Initiatives

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Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

sum, so we considerthem part of the “volunteer” staff in the analysis presented in this paper.Since 2005, the camp, called E-Girls, has been offered annually. Based on annual feedback fromgirls on the activities they like the most, we have “tweaked” the activities each year, eliminatingsome, adding new ones based on the volunteering faculty and professional staff, and repeatingthe favorites (e.g. the Physics of Rock Climbing and Slack Lining), but the overarching approachof enveloping the girls in community, including undergraduate girls on up through professionalwomen has been faithfully maintained. E-Girls remains an activity that receives significantsupport from a volunteer base in the community, including women from SWE and others

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division

limited preparation time caused by late funding and approvals to host the camp.We believe that a continuous theme would have provided a much more cohesive experience forthe girls and intend to begin development for the next camp well in advance.Last minute technical issues also resulted in several mentors with the faculty mentor spendingexcessive time making last minute corrections and testing rather than working with attendees.We will hence include more extensive testing for future events. Making certain everything isbuilt and prepared beforehand will help mentors be able to focus on teaching and helping thestudents. This will be accompanied by more extensive training for mentors to ensure a higherquality of instruction and support throughout

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

Tagged Divisions

Pre-College Engineering Education Division

all, not all of them are offered every semester, which causes major issues. From my experience, the education courses are extremely flexible. If you have to leave five minutes early or move something around, they will do that. These math courses, and science, will not. That is where the issue comes in with those classes not being coherent with the engineering courses.”Descriptions of these students’ scheduling conflicts included setting aside practicum hours;attending meetings with projects groups; scheduling engineering, education, and content (eithermath or science) classes; and making time for other extracurricular activities and obligations.They also expressed a concern with the lateness of the education courses and how that

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trina L. Fletcher, Purdue University, West Lafayette (College of Engineering); Monique S Ross, Florida International University; Christopher Alexander Carr, National Society of Black Engineers; Brittany Boyd, National Society of Black Engineers

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Diversity

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Pre-College Engineering Education Division

of leadership is also necessary in the NSBE SEEK program, in that it takesthe leader-as-a-servant of others as a baseline. NSBE SEEK Site Leadership is not just adictatorial structure issuing edicts down to mentors, who then enforce that among the 3rd-5thgrade participants. It is a servant leader model, where the site leadership are there to make thejob of the SEEK Mentors easy and enjoyable. One that helps them see in themselves thecapabilities to lead classrooms and further employ the empowerment model down to help theyounger students believe and see themselves as engineers. This allows for a new approach to beutilized taken when taking a look at the issues of power and authority and helping people, “tolearn, however haltingly, to relate

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Dixon, Ohio State University; Deborah M. Grzybowski, Ohio State University; Jenny Vi Le, Ohio State University; Carlos E. Castro, Ohio State University; Madith Barton, Ohio State University; Olivia R. Richardson, Ohio State University

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Diversity

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Pre-College Engineering Education Division

and expertise of the collaborating engineering faculty. Review of Literature The idea that learning takes place first on the social plane and then on theindividual plane (Vygotsky, 1934/1986) provides an important foundation for consideringhow teachers develop new understandings about both subject matter and pedagogicalmethods. As research has repeatedly demonstrated, traditional transmission models ofteacher professional learning often fail to gain traction or result in any significant changeto teachers’ professional practice (e.g., Borko, 2004; Timperley & Alton-Lee, 2008;Clarke & Hollingsworth, 2002). Transition models align with what Freire (1970)criticized as a “banking concept” of

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

Paper ID #17221Title IX and Project Lead the Way: Achieving Equity through All-female Co-horts in Public School SettingsMs. Shawna Fletcher, Texas A&M University SHAWNA L. FLETCHER is Director for the Women in Engineering (WE) Program at Texas A&M Uni- versity. Her primary responsibilities include outreach, recruitment and retention programs for women students and faculty in the Dwight Look College of Engineering. She has been President of the Arizona Promoters of Applied Science in Education (APASE) since 2006. She holds an M.S degree in Bioengi- neering and B.S. degrees in Physiological Psychology and Microbiology

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Pre-College Engineering Education Division

- stration school in Florida.Dr. Mike Borowczak, University of Wyoming Dr. Mike Borowczak is the Director of the Cybersecurity Education and Research center (CEDAR) and a faculty member of the Computer Science department at the University of Wyoming. He earned his Ph.D. in Computer Science and Engineering (2013) as well as his BS in Computer Engineering (2007) from the University of Cincinnati. His research focused on detection and prevention of information leakage from hardware side channels. Mike’s current research interests include developing homomorphic encryption, compression and parallelized algorithms for streaming and pseudo-streaming data sources while develop- ing authentic cyber learning experiences for K-20

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Diversity

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Pre-College Engineering Education Division

followed the DESIGNmodel, proposed in this project. DESIGN can be demonstrated as: Describing, Exploring,Selecting, Implementing, Gaging, and repeating N number of times.IntroductionNumerous publications have expressed concern regarding “Science and mathematics education haspreparedness of our students to pursue engineering and truly reached a critical juncture. It isscience degrees (for example, Rising Above the imperative that we find creative ways toGathering Storm1, The Engineer of 20202, and Educating improve the delivery of the fundamental 3the Engineer of 2020 ). Clearly, there is a well-defined math and science our children need in

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh PEng, University of Calgary; Qiao Sun, University of Calgary; Cassy M. Weber, Science Alberta Foundation (o/a MindFuel)

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Diversity

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Engineering Physics & Physics, Pre-College Engineering Education Division

Paper ID #17350An Evaluation of a Digital Learning Management System In High SchoolPhysics Classrooms (Evaluation)Dr. Meera N.K. Singh PEng, University of Calgary Meera Singh obtained her PhD. from the University of Waterloo, Canada, specializing in fatigue life prediction methods. Following her PhD studies, she joined the Department of Mechanical Engineering at the University of Manitoba, Canada, where she was a faculty member for 12 years. During that time, she conducted research primarily in the area of the fatigue behaviour of composite materials, regularly taught courses in applied mechanics, and served as the Chair

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sneha A. Tharayil, The University of Texas, Austin

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Diversity

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Pre-College Engineering Education Division

Nearly any national or state document concerning STEM education reform within thepast five years highlights the urgent need to increase and diversify the STEM workforce. Inexplaining the problem and the need to improve the public’s perception and understanding ofengineering, the National Academy of Engineering (NAE)22 discusses the disparities in genderand ethnic diversity in the engineering community in their Changing the Conversation campaign.These efforts to improve access to engineering education for women and underrepresentedgroups and to vitalize the profession with greater diversity is nonetheless, often framed withinthe utilitarian context of strengthening U.S. economic competitiveness and workforcepreparation 12, 36. Such narratives

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Audra N. Morse, Texas Tech University

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Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

on the development of engineering skills and theunderstanding of information presented. Assessment results led to the conclusion that studentswere able to identify areas of improvement for self-development of engineering skills, exhibitedbetter comprehension of engineering as a career, and distinguished among various disciplines ofengineering. Responses provided by students led to the conclusion that the implementation of thepresented residential outreach program curriculum achieved the goals of educating and excitingfemale students about engineering careers.Introduction The underrepresentation of women in science, technology, engineering, and mathematics(STEM) is an issue that has been persistently addressed for the past two decades

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Guo Zheng Yew, Texas Tech University; Siddhartha Gupta, Texas Tech University; C. Kalpani Dissanayake; Paula Ann Monaco, Texas Tech University; Susan A. Mengel, Texas Tech University; Audra N. Morse P.E., Michigan Technological University

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Diversity

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Pre-College Engineering Education Division

. Whitacre Jr. College of Engineering at Texas Tech University. Her research interests include computer science education, computer security, and information retrieval.Dr. Audra N. Morse P.E., Texas Tech University Dr. Audra Morse, P.E., is a Professor in the Department of Civil, Environmental, and Construction En- gineering at Texas Tech University. Her professional experience is focused on water and wastewater treatment, specifically water reclamation systems, membrane filtration and the fate of personal products in treatment systems. However, she has a passion to tackle diversity and inclusion issues for students and faculty in institutions of higher education. c American Society for

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Diversity

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Pre-College Engineering Education Division

. She is the recipient of the NSF CAREER Award, the NASA Early Career Faculty Award, the AFOSR Young Investigator Award, the ONR Young Investigator Award, and was named to the 2015 Forbes 30 under 30 list.Prof. Nathan Mentzer, Purdue University Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the secondary level. Nathan was a former middle

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

Tagged Divisions

Pre-College Engineering Education Division

- sity of St. Thomas where she is the director of the Playful Learning Lab, which focuses on engineering and design education for learners of all ages. AnnMarie is the co-founder, and former director, of the UST Center for Engineering Education.Dr. Debra Monson, University of St. Thomas Debbie Monson, Ph.D., is currently a faculty member in Teacher Education at the University of St. Thomas in Minneapolis, MN. Debbie’s work in Engineering Education is a result of collaboration with the Center for Engineering Education at St. Thomas and the engineers that run that center. Her interests include educating teachers and preservice teachers so they are able to teach integrated STEM topics to their students and the specific

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olivia Mambo Nche, Clemson University; Barbara Jeanne Ramirez, Clemson University; Sekou Remy, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

illustrate how robotics can help students learn STEMconcepts. Using robots as a learning tool also provides an innovative way ofincorporating technology into the learning process. This is important because the role oftechnology in our society continues to evolve. Robots can help to inspire greaterenthusiasm in students while exposing them to important concepts in new ways [8].  Prior works also show that the use of Educational Robotics can enrich learning as theprocess of building or programming a robot affords the students the opportunity tounderstand key concepts and ideas from science and engineering [3, 10]. For example,Chin et al. [2] reported their findings concerning the development and testing of aneducational robot-based learning system. In

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education Division

ideas.Although students didn’t always provide such detailed accounts of their groups’ disagreements,this pattern of students resolving conflicting ideas about specific elements of their designsthrough testing was recurrent within the dataset. While relatively infrequent, there were students who reported negative experiencesworking in groups. Some students reported that they opted not to work in groups wheneverpossible because of a personal preference to work independently (e.g. “I just don’t like workingin groups”). However, students also cited issues with the motivation of their classmates and thedivision of labor among group members as concerns. For example, one 7th grade studentprovided the following account of their experience working in

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

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Pre-College Engineering Education Division

Paper ID #19842Selecting and Designing Assessment to Measure Early Engineering Curricu-lum Impact on Application of Engineering Design and Attitudes Toward STEMDr. Kristin Kelly Frady, Clemson University Kris Frady is an Assistant Professor in the Departments of Educational and Organizational Leadership and Development and Engineering and Science Education at Clemson University and Faculty Director for Clemson University Center for Workforce Development (CUCWD) and the National Science Foundation Advanced Technological Education Center for Aviation and Automotive Technological Education using Virtual E-Schools (CA2VES

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

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Diversity

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Pre-College Engineering Education Division

Paper ID #19230They Choose to Attend Academic Summer Camps? A Mixed Methods StudyExploring Motivation for, and the Impact of, an Academic Summer Pre-engineering Camp upon Middle School Students in a Latino CommunityDr. Araceli Martinez Ortiz, Texas State University, San Marcos Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of Education at Texas State University. She leads a comprehensive research agenda related to issues of curriculum and instruction in engineering education, motivation and preparation of under served pop- ulations of students and teachers and in assessing

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

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Diversity

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Pre-College Engineering Education Division

constructivist forms oflearning, where students actively engage in the learning process, constructing new knowledge8through inquiry, exploring, and making cognitive associations with prior experience. While 24 ofthe studies exhibited direct relevance to the constructivist theory in their goals and results, threeprototypical examples were selected that either explicitly concerned: a) the benefits of usingrobots to promote students’ ability to transfer knowledge learned through experiences in a certainsetting or problem to a novel setting or problem; or b) how the hands-on learning experienceprovided by robots allows students to better understand abstract concepts. The first presented study, conducted by Williams et al. (2012), assessed the

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Diversity

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Pre-College Engineering Education Division

listedonly programs primarily concerned with STEM education while others included all educationor research programs that had some STEM education part, however small.”Then, it is also available in this inventory a definition of STEM/STEAM education that bythemselves is not well defined and not provide clarity:“STEM includes physical and natural sciences, technology, engineering, and mathematicsdisciplines, topics, or issues (including environmental science education or environmentalstewardship). We recognize that various different and usually broader definitions are used for“STEM.” [1]To be able to assess if the participants and the out-of-school-time organizations’ leadershiphave had, after the intervention, a positive change in their attitude and

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education Division

retention programs. Jim is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at The UA. Jim joined The UA Engineering faculty as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering. Jim has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of Engineering Award for Excellence at the Student Interface. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. Jim is head