Paper ID #42881Cross-functional, Multi-organizational STEM Camp Partnership: TeachingTechnology and Human-Centered Design in a Project-Based Curriculum (Other,Diversity)Dr. Joshua D. Carl, Milwaukee School of Engineering Joshua Carl is an Associate Professor of Electrical Engineering at the Milwaukee School of Engineering. He received a B.S. degree in Computer Engineering from Milwaukee School of Engineering in 2005, and attended graduate school at Vanderbilt University where he earned his PhD in Electrical Engineering in 2016. He primarily teaches courses in embedded systems, programming, and digital systems.Ms. Amii LaPointe
Paper ID #39397Energizing the Engineering Pipeline through Agrivoltaics CitizenScience: Curriculum ShareDr. Michelle Jordan, Arizona State University Michelle Jordan is as associate professor in the Mary Lou Fulton Teachers College at Arizona State University. She also serves as the Education Director for the QESST Engineering Research Center. Michelleˆa C™s program of research focuses on social interactJanet M. AnkrumMelany CoatesCheryl CarswellAndrew CentanniMs. Mia Delarosa Mia DeLaRosa received her BA in in Elementary Education from Arizona State University in 2004. She went on to receive her Masters in Educational
, a Master of Science in Education from the University of Houston, and is a doctoral student at the University of Houston researching Urban Education.Carolyn Nichol, Rice University Dr. Carolyn Nichol is a Faculty Fellow in Chemistry and the Director of the Rice Office of STEM En- gagement (R-STEM). R-STEM provides teacher professional development to elementary and secondary teachers in science and math content and pedagogy, while also ©American Society for Engineering Education, 2023 “Make it be a real school”: Authors’ Perceptions on a Community Approach for Teaching Engineering (Evaluation) Introduction With most K-12
inquiry and engineering designas an essential pedagogy to integrated STEM while at the same time engaging local experts forgathering LRK within the community [18], [19], [21]. Careful assessments of place will providethe TRAILS team with understanding of key local rural knowledge, environmental concerns, andcultural contexts that will help in adapting TRAILS lessons to meet the needs of rural students inthe three regions.Though TRAILS 1.0 was successful in many respects, as this approach is scaled up to includenew audiences and reach populations, this requires new approaches not only with PD activitiesbut also new research methods. Adding place-based contexts to TRAILS lessons requireadjustments to curriculum and pedagogical approaches as well as
educational artificial intelligence tools. International Journal of Human–Computer Interaction, 39(4), 910-922.Dai, Y., Liu, A., Qin, J., Guo, Y., Jong, M. S. Y., Chai, C. S., & Lin, Z. (2023). Collaborative construction of artificial intelligence curriculum in primary schools. Journal of Engineering Education, 112(1), 23-42. https://doi.org/10.1002/jee.20503Dey, P., & Jana, D. K. (2023). Evaluation of the convincing ability through presentation skills of pre-service management wizards using AI via T2 linguistic fuzzy logic. Journal of Computational and Cognitive Engineering, 2(2), 133-142.Eugenijus, L. (2023). Integrating blended learning and STEM education: Innovative approaches to promote
, Texas State UniversityChristopher Thomas, The University of Texas at TylerEric StocksPatrick Massey, Michigan State University ©American Society for Engineering Education, 2023 An Analysis of School District Adoption of k-12 Engineering Curriculum (Evaluation) (DEI) ABSTRACTHistorically the STEM disciplines have not been inclusive. Workforce projectionsindicate that there is a growing need for STEM professionals and STEM degreeprograms are not keeping up with demand to meet labor force needs. Efforts tobroaden interest in the STEM disciplines have been ongoing with considerableinvestment from government agencies and private sector
, 2024 Supporting Middle School Students’ Learning Outcomes and Engagement with NGSS-Aligned Quantum-Infused Science Curriculum (Evaluation)AbstractThis study informs the engineering education community about the what, how, and why ofintroducing quantum technologies into K-12 learning spaces. While incorporating quantumconcepts in K-12 is relatively new, it presents a wide range of learning opportunities acrossdifferent subject areas. Nevertheless, challenges persist in teaching basic quantum informationscience and engineering (QISE) concepts, especially at the middle school level. Relatedly,teachers have expressed concerns regarding the lack of training, educational materials, andavailable time within their school schedules. Despite these
Paper ID #39237Board 177: Sustainability Focused Pre-college Engineering Education forBuilding a STEM Pipeline – Work in ProgressDr. Uma Balaji, Fairfield University Dr. Uma Balaji has extensive experience implementing youth STEM education programming in Robotics and a recurring faculty mentor in the Broadening Access to Science Education (BASE) Camp at Fairfield University. She has received the STEM Ambassador Award from the Institute of Electrical and Electronic Engineers in 2021.Dr. Elif Kongar, University of New Haven ©American Society for Engineering Education, 2023 Sustainability Focused
home environment as an approach to developing children’s dispositions and ways of thinkingcommon to engineers.To date, the research regarding children’s HoM as engineers is often examined within school-based contexts and highlights how the learning environment can support the development ofengineering HoM of young children [4], [12], [21]-[24]. For example, Spektor-Levy andShechter [23] investigated how children’s engagement with construction material would impact4-5-year-old children’s engineering HoM. Results demonstrated a significant improvement inchildren’s problem-finding (e.g., check existing solutions) and visualizing (e.g., move fromabstract to concrete) habits of mind. In a similar study, Shechter et al. [21] also found
Paper ID #41148The Conception of Epistemic Practices of Engineering in the Home Environment(Fundamental)Amber Simpson, Binghamton University Amber Simpson is an Associate Professor of Mathematics Education in the Teaching, Learning and Educational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines and (2) investigating family engagement in and interactions around STEM-related activities.Ms. Sawsan Werfelli, State University of New York at Binghamton Sawsan Werfelli received her undergraduate degree in English from Tripoli
play in thelearning and development of their children, particularly when it comes to academic emotionalresponses and engagement with new or challenging content. This study also serves as an entrypoint into further conversation around familiar, informal environments such as the home andways that such contexts might impact emotional responses and reactions of both parents andchildren as they learn and interact with one another.As educators or PK-12 STEM programming practitioners consider working with parents andfamilies in different ways, the current study may inform various approaches to designing andimplementing curriculum or content that consider the emotional component and socializationprocess that occurs. Looking deeper into approachable
support via weekly online meetingsthroughout curriculum implementation.Background & LiteratureBiologically Inspired Design (BID) in Pre-College EngineeringBiologically inspired design (BID) is an emerging concept, especially in pre-college education[2], [7]-[9]. However, due to its multidisciplinary nature to promote STEM, integratingbiological functions within the engineering design process (EDP) has garnered support in pre-college education [2], [7]-[12]. BID is the application of knowledge from biological systems totechnical problems and innovations [4]. BID utilizes nature to solve problems, looking towardbiological entities for inspiration when ideating and developing new product solutions [4], [11].The amalgamation of BID helps to break
engagement in STEM education and careers.Amy Hurst, New York University ©American Society for Engineering Education, 2023The Impact of Participating in an Afterschool Professional Training Program on Youth Employees (RTP)1. IntroductionAfterschool STEM training programs for youth provide valuable opportunities to learn hands-on,real-world technical and social skills and develop STEM career interests [2,21]. However, manyyouths, especially in urban contexts, face financial pressures and may instead take afterschooljobs in non-technical fields such as food service or retail [5,30]. Paid out-of-schooltime (OST)professional training programs that can offer youth learning experiences while earning an
thoseunderrepresented in STEM, succeed and persist in STEM coursework and programs[5-8]. An ELErequires administrators, teachers, counselors, community members, and parents to workcollaboratively to understand the foundational practices required to improve all students’outcomes[9]. Understanding of the importance of diverse and culturally relevant learningenvironments in engineering education is growing[10]. However, the field lacks effective PD(Professional Development) models and curriculum for developing and sustaining ELEs in ruralsettings to improve students’ pursuit of postsecondary engineering programs. Rural schools oftenlack access to engineering professionals or rigorous high-quality engineering education[11]. Webelieve that needs to change.This
Paper ID #44407Lighting a Pathway to Energy Transitions: Collecting, Interpreting and SharingEngineering Designs and Research Data Across a School-based AgrivoltaicsCitizen Science Network (Pre-College Resource/Curriculum Exchange)Dr. Michelle Jordan, Arizona State University Michelle Jordan is as associate professor in the Mary Lou Fulton Teachers College at Arizona State University. She also serves as the Education Director for the QESST Engineering Research Center. Michelleˆa C™s program of research focuses on social interactMs. Katie Spreitzer, Arizona State UniversitySarah Bendok ©American Society for
technology can be seamlessly integrated into interdisciplinary education to improve learning outcomes and foster educational practices. By leveraging her diverse background in language arts, pedagogy, and architecture design, Xie contributes uniquely to the development of innovative, technology-driven educational models that prioritize sustainability.Jeffrey D Radloff, The State University of New York at Cortland Dr. Jeffrey Radloff is an Assistant Professor in the Childhood/Early Childhood Education Department at SUNY Cortland, where he teaches elementary science methods, STEM foundations, and critical media literacy courses. He has a background in biology and pre-college engineering education, and he received his Ph.D
, Engineering, and Math courses are central to producing ahighly skilled 21st-century workforce. These classes are also often notorious for beingthe most challenging courses students take, often existing as gatekeepers thatdetermine the opportunities students have available to them. As a student and a teacherof the sciences, I have become passionate about creating equitable access to theopportunities that STEM majors and thinking can provide students. This paper is writtenin an autoethnographic style and illustrates the framework that I’ve developed as aresult of my journey in creating resources for science teachers. I selected the auto-ethnographic method of inquiry for this study based on theconstructivist approach I use in my classroom to
from the University of Maryland; and is a certified STEAM integration specialist. Dr. Shirey is passionate about helping teachers and students grapple with complex problems in novel ways, such as using science and math content with art practices and awareness to approach real-world engineering challenges.Dr. Stacy S. Klein-Gardner, Vanderbilt University ©American Society for Engineering Education, 2023 Paper ID #38035Dr. Stacy Klein-Gardner serves as an Adjunct Professor of Biomedical Engineering at Vanderbilt Univer-sity. She is the co-PI and co-Director of the NSF-funded Engineering For Us All (e4usa) project
Scaled Count Gender stereotypes about interests start early and cause gender disparities in com- 38.0 puter science and engineering Computing whether she belongs: Stereotypes undermine girls’ interest and sense 36.3 of belonging in computer science A crafts-oriented approach to computing in high school 17.6 From Scratch to “real” programming 15.4 Using commutative assessments to compare conceptual understanding in blocks- 13.7 based and text-based programs Exploring the effectiveness and moderators of block-based visual programming on 13.0
learning environment.Second, the NEIR Model was not developed in a postsecondary institution or educationdepartment. Instead, it distinguishes its Model as emerging from grassroots educators over decadesand the “wisdom of the practice” and has evolved over time[1]. Entrepreneurs, educators, equityexperts, and engineers collaborated to achieve a new approach for academic success in STEM forall students. Research from multiple disciplines was then identified to both support and furtheradvance the Model. The NEIR Model has been assessed and iteratively improved in multiple,diverse classrooms, including this NSF STEM Excellence in Engineering Equity (SEEE) project.Third, the Model shifts the focus from a deficit model that focuses on simply
learn to see individualstructures or features, and to ask what function that structure or feature accomplishes and whythat is important to the organism. When students are practiced in this, they “learn to see theworld through new eyes” – the world around them is no longer part of the background of theirlives, but rather is now filled with potential solutions to challenging design problems [16].Curriculum BID specific ActivitiesSeveral standard lessons and activities were used for teaching engineering, brainstorming forideas, and as empathy building exercises for problem description. For example, we useSCAMPER, a semi-structured approach to ideation and improving ideas. The categories are, (S)Substitute, (C) Combine, (A) Adapt, (M) Modify
is also the Robotics Team Coach for the Primary School and Co-Facilitator of the PS Girls’ Leadership Institute at the school. Sue enjoys working with students to solve problems using the engineering design process. She earned her Bachelor of Science degree in Business Administration from The College of New Jersey and her Master of Arts degree from Kean University. Recently, Sue became a Certified Engineering is Elementary Teacher Instructor. ©American Society for Engineering Education, 2023 Engineering Identity of 2nd Grade Girls (Work-in-Progress) I. IntroductionAs part of a larger project to transform the K-12 STEM curriculum scope and sequence, aComputer Science and Engineering
is most important, whereas for the teacher it is the learningand the curriculum goals that are fore fronted (cmp., Norström, 2016, pp. 37–39; Tomasi, 2008).McConville et al. (2017) have identified at least three challenges for realizing the pedagogicalpotential of role-playing in engineering education. These include challenges of clearlycommunicated learning outcomes, a shortage of teaching expertise, and adoption of an approachthat students are not familiar with. In this regard, our study shows that integrating authenticteaching approaches are very demanding for the teacher, even when teachers are highlyexperienced. In our case, the systematic implementation of the project was made possible thanksto the experience and background of the
Outstanding New Faculty, Outstanding Teacher Award, and a Faculty Fellow. Dr. Matusovich has served the Educational Research and Methods (ERM) division of ASEE in many capacities over the past 10+ years including serving as Chair from 2017-2019. Dr. Matusovich is currently the Editor-in-Chief of the journal, Advances in Engineering Education and she serves on the ASEE committee for Scholarly Publications.Dr. Sreyoshi Bhaduri, ThatStatsGirl Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. Sreyoshi’s expertise lies at the intersection of workforce development, AI and emerging technology, and engineering education. As a Research Scientist in the tech industry, Sreyoshi leverages AI for mixed
, 2023 Mathematical Modeling in Pre-existing K-12 Engineering Activities (Fundamental)Introduction The inclusion of engineering at the K-12 level has increased due in large part to theintegrated science framework (i.e., A Framework for K-12 Science Education [1]) and integratedSTEM, a pedagogical approach that focuses on making connections across STEM disciplines[2],[3]. Currently, though, there are a limited number of certified K-12 engineering and technologyteachers [4] and science and mathematics are the dominant STEM subjects at the K-12 level [4].As a result, engineering is often taught by science and mathematics teachers [4]. While in thefuture, engineering may be taught by certified engineering
an ardent reader. He and his wife share their home with two disabled cats and a disabled dog. Looking ahead, Adam is committed to enhancing undergraduate lab spaces and curriculum, facilitating the transition from secondary to post-secondary education in STEM, and improving Teaching Assistant (TA) training. His mentorship and guidance continue to impact individuals, educators, and STEM enthusiasts, solidifying his role as a leader in the field.Mr. Kip D. Coonley, Duke University Kip D. Coonley received the Ph.D. degree in Electrical and Computer Engineering from Duke University, Durham, NC in 2023, the M.S. degree in Electrical Engineering from Dartmouth College, Hanover, NH, in 1999 and the B.S. degree in
idea with engineering, is to be creative…… However,one of my favorite things about this camp is how they structured it. We—like, first learnfundamental principles, then we get to apply those fundamental principles, be creative anddevelop new ideas. And I think that's really what made this camp fun.”CONCLUSIONThis study shows that motivation is the most recurring theme influencing students' interest inSTEM careers. This finding aligns with the study by Matthew Linger, which found that students’attitude is the most influential motivational factor influencing interest in STEM careers [5]. Also,the outcome of this study indicates that project-based experiential learning positively influenceshigh-school student interest in STEM. Studies have shown
practice. The approach provided can be one way thatteachers and district leaders scope and strengthen existing, or new, engineering or STEMcurriculumFirst, the school team conducted an initial review of the engineering literacy/content organizationand the guiding principles for engineering programs found in the Framework for P-12Engineering Learning as well as the 60 EPMs. The team, consisting of a group of teachers(engineering, biology, chemistry, and computer science) and the STEM instructional specialist,then decided to pursue five main objectives as they used the framework and EPMs over thecourse of the school year to scope and align their STEM programming. These objectivesincluded: 1. Analyzing the current curriculum to identify where the
the conclusion that, by the end of the program, campers could better articulate thedifferences between each of the three fields, the anticipated career trajectories for each degreepath, and increased students’ interest in specific computing majors.TheorySince the mid-1960s, the Association for Computing Machinery (ACM) [1] and the Institute ofElectrical and Electronic Engineers (IEEE) [2] have worked to identify trends in computing anddisseminate curriculum guidelines to the computing community. CC2020, the most recent jointpublication of the two [3] identified six distinct computing disciplines: (1) computer science; (2)computer engineering; (3) information systems; (4) software engineering; (5) informationtechnology; and (6) cybersecurity
workforce. This structured approachensures a holistic and effective response to the challenges of broadening participation in STEM, and theECIIA project addresses these Five Design Elements of Collaborative Infrastructure.e4usa Curriculum e4usa democratizes and demystifies engineering for all. A first-of-its-kind, national initiative,e4usa introduces engineering knowledge and design principles to a new generation of students. Thecurriculum developed by e4usa includes hands-on engineering projects, and it is designed to be engagingand relevant to real-world problems. Furthermore, it seeks to promote not only technical knowledge andskills but also creativity, critical thinking, collaboration, and communication skills essential in