Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paul Jason Weinberg Weinberg, Oakland University

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Diversity

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Pre-College Engineering Education

colors that the students indicated are presented. In addition, student rationales were 17classified into the following thematic categories: (a) distance from the fixed pivot, (b) closest tothe end, and (3) other. The two authors coded this assessment. Their agreement was 100%. Blueprint item. This item (Figure 9) was scored according to an analytic framework(Table 5). The framework did not have a prescribed solution strategy; any strategy that generatedthe requisite motion was accepted. In addition, the framework discriminated between studentswho were reasoning about machine components, structure, or mechanism. Two researcherscoded the assessments. Their agreement was 93%. Table 5

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew M. Johnson, Penn State University; Amber Cesare, Penn State Center for Science and the Schools; Gabe Knowles, Center for Science and the Schools, Penn State University; Taylor S. Wood, Penn State Center for Science and the Schools

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Pre-College Engineering Education

can be found in [14]. This frameworkguided the research, including the questions asked, methodology used, and analytic decisions wemade.Research QuestionsTo investigate optimization in our specific context, we set out to answer the following question: 1. How do students and their teacher collectively optimize a multi-objective design through modeling and analysis? A. What role does risk taking play in the process and in presenting their final prototype? B. What knowledge, tools, and approaches do they use to improve their designs?Research Methods Our study takes an ethnographic perspective that is informed by discourse analysis toinvestigate precollege engineering because classroom activity

Conference Session

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University

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Pre-College Engineering Education

Research, vol. 82, no. 3, pp. 330–348, Sept. 2012.[11] C. Dym, A. Agogino, O. Eris, D. Frey and L. Leifer, “Engineering Design Thinking, Teaching, and Learning,” Journal of Engineering Education, vol. 94, no. 1, pp. 103–120, Jan. 2005.[12] L. D. Conlin, D. B. Chin, K. P. Blair, M. Cutumisu and D. L. Schwartz, Guardian angels of our better nature: Finding evidence of the benefits of design thinking: American Society of Engineering Education, June 14-17, 2015, Seattle, WA.[13] J. Marks and C. Chase, “The Impact of a Brief Design Thinking Intervention on Students’ Design Knowledge, Iterative Dispositions, and Attitudes Towards Failure,” Ph.D. Dissertation, Graduate School of Arts and Sciences, Columbia University

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Duncan Davis, Northeastern University; Matthew Burns; John Sangster P.E., Northeastern University; Constantine Mukasa, Northeastern University; Brian Patrick O'Connell, Northeastern University; Elizabeth Quinn, Northeastern University; Alice Smith; Kathryn Schulte Grahame, Northeastern University

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Pre-College Engineering Education

University after this experience b) I was challenged by the academics of this program c) The teachers/professors were knowledgeable d) Your interest in the subject matter has increased as a result of this course As stated previously, the pre-college programs are fairly new at Northeastern University,thus only limited data from the past two years (2018 and 2019) was considered as shown belowin Figure 3. Secondly, not all program participants who receive the survey complete it. Based onthe data used for the study, the average number of survey responses across all pre-collegeprograms to the various questions in the survey were 80 and 73 responses for 2018 and 2019,respectively. The average number of responses specific to EID during the

Conference Session

PCEE Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cristina D. Pomales-Garcia, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Agnes M. Padovani, University of Puerto Rico, Mayaguez Campus; Jaquelina Ester Alvarez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Pre-College Engineering Education

on applications of nanotechnology and materials scienceconcepts. Two annual events crown the intervention: a) an annual club meeting at the universitycampus, and b) a Nanodays event, where each club conducts nanotechnology demonstrations attheir own schools. Furthermore, a group of high school students and teachers is selected toparticipate in a 4-week Summer Research Program, in the Center’s laboratories. Collegeadmissions data show that 75% (N=12) of the research summer program participants and 42% ofstudents admitted from schools with MSE clubs have enrolled at UPRM, with a 94% second-year retention rate. For the schools with MSE clubs, between 49% and 75% of students whochose to major in Science, Engineering or Technology programs were

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

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Diversity

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Pre-College Engineering Education

mathematics and science education: a literature review,” Interdisciplinary Journal of Problem-Based Learning, vol. 11, no. 2, 2017. https://doi.org/10.7771/1541-5015.1674[2] Afterschool Alliance. “STEM Learning in Afterschool: An Analysis of Impact and Outcomes,” STEM and Afterschool, 2011. Washington, D.C.: Afterschool Alliance. 1616 H Street NW Suite 820, Washington, DC 20006. Tel: 202-347-1002; Fax: 202-347-2092; e-mail: info@afterschoolalliance.org; Web site: http://afterschoolalliance.org.[3] S. Friesen, C. Sarr, A. Park, C. Marcotte, T. Hampshire, B. Martin, … J. Martin ,”Focus On Inquiry,” Calgary: Galileo Education Network, 2015. Retrieved from http://inquiry.galileo.org/[4] M.S. Donovan, and J.D. Bransford

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Fatima Rahman, Tufts University; Chelsea Joy Andrews, Tufts University Center for Engineering Education and Outreach; Kristen B. Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

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Pre-College Engineering Education

. from MIT in civil and environmental engineering. Her current research includes investigating children’s engagement in engineering design through in-depth case study analysis.Dr. Kristen B. Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential

Conference Session

Elementary Students: Computational Thinking, Reasoning, and Troubleshooting

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette; Jessica Rush Leeker, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, University of Notre Dame

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Pre-College Engineering Education

. 17 References[1] S. J. Poole , and J. F. Sullivan. "Assessing K-12 pre-engineering outreachprograms," Frontiers in Education Conference, vol. 1, pp. 11B5-15, 1999.[2] J. J. Kuenzi, "Science, technology, engineering, and mathematics (STEM) education:Background, federal policy, and legislative action." 2008.[3] S.Y .Yoon, M. Dyehouse, A. M. Lucietto, H. A.. Diefes‐Dux, and B. M. Capobianco, "Theeffects of integrated science, technology, and engineering education on elementary students'knowledge and identity development," School Science and Mathematics, 114, no. 8, pp.380-391,2014.[4] T. J. Moore, and K. M. Tank,"Nature-‐Inspired Design: A PictureSTEM Curriculum forElementary STEM Learning," 2014.[5] T

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech

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Diversity

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Pre-College Engineering Education

question: From the principal’sperspective, what high school level local and contextual factors contribute to the variation inenrollment into 4-year University engineering programs?Site and Participant DescriptionThree schools are under investigation in this WIP study: High School A (HSA), High School B(HSB), and High School C (HSC). The case site that encompasses these three high schools is aprimarily rural geographic region. U.S. Census (2016) indicates the county containing these highschools has a population of approximately 80,000 - 120,000 and a median household income of$40,000 - 60,000. Ranges were reported instead of the actual values to obscure the identity of thecounty. Based on the ranges of secondary school size provided by Grauer (2012

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Oluwatosin A. Bewaji, Texas A&M University; Madison Elaine Spier, Texas A&M University; Gustavo Mosqueda Elizondo III, Texas A&M University; Chiamaka Theclar Umah; Todd Sherron, Texas State University; J. Timothy Lightfoot, Texas A&M University; Carolyn L. Cannon, Texas A&M University; Robin S.L. Fuchs-Young, Texas A&M University

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Pre-College Engineering Education

-centered and learner-oriented [3], [9], [10].Bransford, Brown, and Cocking (2000) reported that an effective learning environment includesthe following four characteristics: (a) knowledge-centeredness, (b) learner-centeredness, (c)assessment-centeredness, and (d) community-centeredness [3]. A knowledge-centeredinstruction develops conceptual understanding and organization of the knowledge in the field. Ina learner-centered environment, students’ pre-conceptions and alternative conceptions areexplored prior to teaching, and the instruction focuses on what students know, what they want toknow, and how they will use the knowledge. Assessment centeredness provides frequentopportunities for formative feedback over the course of the learning, and the

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ibrahim H. Yeter, Purdue University, West Lafayette; Anastasia Marie Rynearson, Campbell University; Hoda Ehsan, Purdue University, West Lafayette; Abeera P. Rehmat, Purdue University, West Lafayette; Annwesa Dasgupta, Indiana University-Purdue University, Indianapolis; Barbara Fagundes, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

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Pre-College Engineering Education

. Journal of STEM Education, 12, 23-37.Bell, P., Lewenstein, B., & Shouse, A. W. (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press.Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, M. C., (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics,112(1), 3-11.Carmel, Y. H. (2016). Regulating ‘‘big data education’’ in Europe: Lessons learned from the US. Internet Policy Review. doi:10.14763/2016.1.402.Dandridge, T. M., Ehsan, H., Gajdzik, E., Lowe, T., Ohland, C., Yeter, I. H., Brophy, S. & Cardella, M. E. (2019). Integrated STEM+ C learning for K-2 aged

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Parham-Mocello, Oregon State University; Ernie Bodle, Oregon State University

Tagged Divisions

Pre-College Engineering Education

, etc.) ratio can also be a way to make sure all students in thiscourse are equally exposed to the technology and engineering topics.References[1] P. Plaza, E. Sancristobal, G. Carro, M. Blazquez, F. García-Loro, S. Martin, C. Perez, and M. Castro, “Arduino as an educational tool to introduce robotics,” in 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Dec 2018, pp. 1–8.[2] Z. Pei and Y. Nie, “Educational robots: Classification, characteristics, application areas and problems,” in 2018 Seventh International Conference of Educational Innovation through Technology (EITT), Dec 2018, pp. 57–62.[3] M. Petre and B. Price, “Using robotics to motivate ‘back door

Conference Session

Pre-college Engineering Education Division Technical Session 16

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Leigh Boice, Georgia Institute of Technology; Christopher J. Cappelli, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jasmine N. Patel, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology

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Pre-College Engineering Education

]. http://K-12inventure.gatech.edu/lessonplans, [accessed 2019 Nov 1].7. S. H. Newton, M. Alemdar, R. A. Moore, and C. J. Cappelli, “An investigation of students' experiences in a K-12 invention program (Evaluation),” In Proceedings of the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, USA, June 23-27, 2018, https://peer.asee.org/29796, 2018.8. M. Alemdar, J. Gale, J. Lingle, S. Newton, R. Moore, J. Rosen, and M. Usselman, “Students’ perceptions of middle school STEM innovation and design course,” in Proceedings of the ASEE 2017 Annual Conference, Columbus, OH, USA, June 24-28, 2017, https://peer.asee.org/28870, 2017.9. M. Usselman, M. Ryan, J. H. Rosen, F. Stillwell, N. F. Robinson III, B. D. Gane, and S

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elena Nicolescu Veety, North Carolina State University at Raleigh; James Edward Lamberth III, Enloe High School; Evelyn L. Baldwin, Wake STEM Early College High School

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Pre-College Engineering Education

virtual poster, a 3 to 5-minutevideo demonstration of their working device, present their project live on Zoom, and engage inan interactive Q&A session with program faculty. A few examples of student work are shown inFigure 1.(a) (b) (c) (d)Figure 1: Examples of student wearable device prototypes: (a) Sleep quality monitoring pillow, (b) Safety garmentfor bikers with turn and stop signals, (c) Heat exhaustion monitoring wristband with pulse, body temperature, andambient temperature, and (d) COVID-19 safety device including 6-foot distance alert as well as temperature andpulse monitoring.Challenges and Lessons Learned – Transitioning from in-person to virtual

Conference Session

Professional Development for Teachers and Counselors

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington; Jill Lynn Weber, Center for Research and Learning; Eric H. Chudler, University of Washington

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Pre-College Engineering Education

Paper ID #22274’Helped Me Feel Relevant Again in the Classroom’: Longitudinal Evaluationof a Research Experience for a Teachers’ Program in Neural Engineering(Evaluation)Ms. Kristen Clapper Bergsman, University of Washington Kristen Clapper Bergsman is the Engineering Education Research Manager at the Center for Sensorimo- tor Neural Engineering at the University of Washington, where she is also a doctoral student and graduate research assistant in Learning Sciences and Human Development. Previously, Kristen worked as an ed- ucational consultant offering support in curriculum design and publication. She received her M.Ed. in

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph O. Arumala PE, University of Maryland Eastern Shore; Joseph Nii Dodu Dodoo, University of Maryland Eastern Shore

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Pre-College Engineering Education

Sponsored Research unit and the Comptroller’s office for the internal processing of your grant proposal.References 1. 2018 data showing percentages of employment in the transportation and utilities industry for all races in the US [US Bureau of Labor Statistics, 2018] 2. Valla, J. M. & Williams, W. M. (2012). Increasing achievement and higher-education representation of under-represented groups in science, technology, engineering, and mathematics: a review of current K-12 intervention programs. Journal of women and minorities in science and engineering, 18 (1). 3. Richardson, G., Hammrich, P. L., and Livingston, B., Improving elementary school girls’ attitudes, perceptions, and achievements in

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marialice Mastronardi, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Risa D. Hartman, University of Texas at Austin, NASCENT Center; Darlene Yañez, University of Texas at Austin, NASCENT Center; Maura J. Borrego, University of Texas at Austin

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Diversity

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Pre-College Engineering Education

with mentors in the lab oneto four times per week, depending on their project and its direct connection to their mentors’research. When asked to grade their mentors, the majority of participants gave a grade A with thelowest grade being B-. The graduate student mentoring training was refined and perfectedthroughout the years thanks to the analysis of interviews and surveys administered each year, atthe beginning and at the end of the summer program, to both mentors and Scholars. For example,in 2018, the YSs reported that the mentors did not adequately connect the research to the realworld. This feedback was important in the 2019 mentors’ training with increased emphasisplaced on connecting the project with a real world application, in order to

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union

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Diversity

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Pre-College Engineering Education

projects the FSAE team selected for the second module. Module oneexperiments included the following and are pictured in Figure 1: A. Cantilever Beam: using force-deflection curves to identify the materials that composed different cantilever beams. B. Sump Pump: measuring electrical power input and mechanical (hydraulic) power output of a commercial sump pump to determine efficiency. C. DC Motor Dyno: sweeping through the performance range of a DC motor used in mechatronics applications, determining speed, torque, and power output through a prony-style brake mechanism. D. Flame Lab: igniting fuel-air mixtures in a flame tube at different fuel-air ratios to measure flame speeds and relate maximum flame speed to

Conference Session

Pre-College Engineering Education Division Technical Session 14

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, The University of Arizona; Lelli Van Den Einde, University of California, San Diego; Melissa Wendell, Tempe Union High School District - Mountain Pointe High School (ENGR102HS - UofA)

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Pre-College Engineering Education

school classroom A consisted of one junior and 21 seniors who hadbeen enrolled in two or more engineering courses throughout their high school career.High school B has a student population that is 48% white, 22% Hispanic, 16% Asian, 8% Black,6% other races and 19% of the student population in High School B are on free and reducedlunch. High school classroom B consisted of all senior students enrolled in their first engineeringcourse, however, they had a week-long drafting lesson and some introduction to CAD earlier inthe school year. Of the 45 students tested, all but three students completed both the pre and post-assessment, these three students were excluded from the analysis because of the missing data.2.2 InstrumentsStudents’ performance was

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge H. Kurita, Universidad Nacional de Asunción; Derlis Ortiz Coronel; Lucas Domingo Moreira Bogado, Universidad Nacional de Asunción; Blas Fernando Vega, Universidad Tecnológica Nacional Unidad de Formación Superior

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Pre-College Engineering Education

Ingenier´ıa - Universidad Nacional de Asunci´on Is a student of the Faculty of Engineering at the National University of Asuncion (FIUNA), currently doing his Final Degree Work to obtain the title of Mechatronic Engineer. He is also a Teaching Assistant at FIUNA for more than four years. From a young age he was interested in education, teaching and technology. c American Society for Engineering Education, 2020 CanSat Pico-satellite building workshop as an effective tool for STEAM education, a case studyOrtiz1↑, J. Moreira2↑↑, L. Moreira3↑↑, D. Stalder4↑↑, B. Vega5↑↑↑, J. Kurita6↑↑↑↑↑Jekupyty Moheñoiha, Caaguazú, Paraguay↑↑Facultad de Ingeniería – Universidad Nacional de Asunción

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sai Prasanth Krishnamoorthy, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

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Pre-College Engineering Education

Grade level Lesson concept addressed lab A F Caucasian 9-12 Clean energy generation Lab 1 B M Caucasian 9-10 Newton’s second law C F African-American 5 Gas laws Lab 2 D F Asian 6-7 Engineering design process E F Asian 9-12 Lab 3 Laws of gravity F F

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

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Pre-College Engineering Education

of the ten winning teams in Verizon’s ’5G EdTech Challenge’, contributing in the development of several educational virtual reality applications.Dr. Nikos Makris, University of Thessaly Nikos Makris is a Research Engineer working for University of Thessaly, Greece. He received his B. Eng. in 2011, his M. Sc. degree in Computer Science and Communications in 2013 and his PhD in Electrical and Computer Engineering in 2019 from the same department. Since 2011, he has been participating in several collaborative research projects with University of Thessaly. During the summers of 2018 and 2019, he was a visiting scientist in New York University (NYU) working in the outreach activities of the COSMOS project. His

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laurel Johnston, Boise State University; Noah Salzman, Boise State University

Tagged Divisions

Pre-College Engineering Education

in BCCalculus at a high school in a mid-sized city in the intermountain west of the United States. Atotal of 17 students participated in filling out each survey, although four students onlyparticipated in one portion of the data collection. The pre-activity survey and part 1 of the post-activity survey asked students to define,describe, and diagram how they think mathematicians/scientists/engineers create a mathematicalmodel (see Appendix B for survey questions). The analysis of these questions involved adirected content analysis approach [20]. One researcher used the six steps of the GAIMMEmodeling process [15] for the theoretical framework. Student responses were divided intophrases (subsections of responses separated by punctuation

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra M. Pike, Juanita High School

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Diversity

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Pre-College Engineering Education

abilities of most high school STEM teachers. Pre-planning with these circuit boards was a significant factor in the project’s success (Appendix B).Results and AnalysisResults from the 2017 implementation cycle are presented in this paper; these results indicatethat the unit successfully met its three objectives. Results from the 2018 cycle, in which a fewimprovements to the unit were incorporated, will be included once they are available.Objective 1: Before starting the unit, all 59 students were given a survey with twenty statementsadapted from the Friday Institute highschool S-STEM survey [9], NGSS 21stCentury skills statements, and NGSSengineering design standards. Thesewere grouped according to threethemes: students’ interest inengineering (ex

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

these knowledge" Dutta A. et al., 2017 building a permanent technology library "provide a place to host the classes for students gained "technical entry-level India high school [23] the cyber classroom" employment" in a nearby city Hendrix B. et al., 2-hour library workshop "introduce students to 3-d printing, "workshop was a positive first USA (ID) high school 2017 [29] electronics, and programming" and experience with electronics and "provide a positive

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shazib Z. Vijlee, University of Portland; Jamie Merritt, University of Portland

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Pre-College Engineering Education

25.5 19 17 16 15 11 11 C o m p ute r- A ide d 3 D P r i nting F a b r ica tion E l e c trica l C o m p uter A r d u

Conference Session

Pre-college Engineering Education Division Technical Session 19

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tianshi Fu; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign

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Pre-College Engineering Education

-128,2016.[2] J. Leonard, A. Buss, A. Unertl and M. Mitchell, "USING ROBOTICS AND GAMEDESIGN TO PROMOTE PATHWAYS TO STEM", in Annual Meeting of the North AmericanChapter of the International Group for the Psychology of Mathematics Education, Tucson, AZ,2016, pp. 1487-1494.[3] A. Barco, R. Walsh, A. Block, K. Loveys, A. McDaid and E. Broadbent, "Teaching SocialRobotics to Motivate Women into Engineering and Robotics Careers", in 2019 14th[4] ACM/IEEE International Conference on Human-Robot Interaction (HRI), Daegu, Korea(South), 2019, pp. 518-519.[4] B. Brand, M. Collver and M. Kasarda, "Motivating Students With Robotics", The ScienceTeacher, vol. 75, no. 4, pp. 44-49, 2008.[5] E. M. Silk and C. D. Schunn, "Using robotics to teach mathematics

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Samantha A. Murphy, Southern Illinois University, Edwardsville; Matt Johnson; Georgia Bracey, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University Edwardsville; Ann Vogel, iBIO Institute

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Pre-College Engineering Education

of the interplay of CT and STEM content will be guided bythe research questions: (a) What aspects of the integration of CT and STEM increase thelikelihood of girls acquiring CT skills? (b) What aspects of the integration of CT and STEMincrease the likelihood of girls acquiring STEM content knowledge? and © How does theintegration of CT and STEM affect minority girls’ self-perception as future technologists? Conceptual Framework. ​The study uses mixed methods. However, the initial phase of the study is highly explorative, and dependent on interpretation of qualitative data. The extant research on women and girls in STEM fields indicates that low participation is based on gender-socialization (societal norms, gender stereotyping and media

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

René F. Reitsma, Oregon State University; Brian Gordon Hoglund, Oregon State University; Dua Chaker, University of Colorado, Boulder; Andrea Marks, Oregon State University; Michael Soltys, University of Colorado, Boulder

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Pre-College Engineering Education

41 SEP group 15 CC group 12 Total number of components 913 Total number of relations between components 2,145 *12 topics repeat in all grade bandsAlmost all existing representations of NGSS content follow a tree-like, hierarchical model. Figure 1,for instance, shows a commonly found representation of two PEs (1-ESS1-1 and 1-ESS1-2), their 3Delements and their articulation across grade bands via three DCIs: PS2.A (grade 3), PS2.B (grade 5) andESS1.B (grade 5) [4]. Figure 1. Common display of NGSS Performance ExpectationsOne can find similar representations in on-line K-12 STEM

Conference Session

Computational Thinking in Pre-College Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dazhi Yang, Boise State University; Youngkyun Baek, Boise State University; Bhaskar Chittoori P.E., Boise State University; William H. Stewart, Boise State University

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Pre-College Engineering Education

(Fundamental) IntroductionThe increased focus on computational thinking (CT) has grown in recent years for variousreasons, such as a general concern about (a) a lack of global competitiveness among Americanstudents and general literacy in science, technology, engineering, and math (STEM) fields (Hsu& Cardella, 2013), (b) maintaining the economic competitiveness of the U.S. (Yadav, Hong, &Stephenson, 2016), and (c) preparing students adequately for a society that is increasinglytechnological (NRC, 2011). CT can help individuals analyze and understand multiple dimensionsof a complex problem and identify and apply appropriate tools or techniques to address acomplex problem (Wing, 2010). Furthermore