Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeannine Finton, American Society Of Civil Engineers; Keliann LaConte, STAR Net/Space Science Institute ; Jennifer Jocz, Education Development Center

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Diversity

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Pre-College Engineering Education

engineering outreach. They have a strong commitment toconducting lifelong STEM learning, as well as an audience that spans from pre-school through adult.Engineers and engineering societies looking to expand their outreach activities should explore and growthis partnership opportunity. This material is based upon work supported by the National Science Foundation under Grant Number DRL-1657593. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Conference Session

Pre-College Engineering Education in the Formal Classroom

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meera N.K. Singh, University of Calgary; Qiao Sun, University of Calgary

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Diversity

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Pre-College Engineering Education

model, numerous learning style models have beenproposed such as those found in [10], [11], and [12]. All models classify students according toscales that are defined based on the way learners receive and process information. The FSLMincorporates some elements of the Myers-Briggs [12] model and Kolb’s [11] experientiallearning model. The main reasoning for its selection in the DLMS evaluation is that it focuses onaspects of learning that are significant in engineering education.The FSLM consists of four dimensions, each with two contrasting learning styles. These fourdimensions (and their associated contrasting learning styles) are: Processing (Active/Reflective);Perception (Sensing/Intuitive); Input (Visual/Verbal); and Understanding

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University; Amber L. M. Kendall, North Carolina State University; Matthew T. Stimpson, North Carolina State University

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Diversity

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Pre-College Engineering Education

the teachers and theuniversity students related to engineering habits of mind, awareness of engineering as aprofessional field, and development of self-efficacy related to engineering topics.Data Collected: Consistent with a mixed methods approach [28], we collected multiple sources ofdata to evaluate our RET program, including a STEM teaching efficacy instrument, video andobservation of classroom lessons, engineering-based lesson plans, laboratory notebooks, and anend-of-summer reflection survey.STEM teaching and learning outcomes were measured by the MISO T-STEM instrument, whichwas intended to characterize participant attitudes on entering the program and identify areas ofgrowth due to program participation. The T-STEM (Teacher Efficacy

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Krista Schumacher, University of St. Thomas

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Diversity

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Pre-College Engineering Education

solved the problem of lack of housing in earthquake affected areas” or “Caroline did a great job  ensuring that light would still be able to reach inside the Ecobrick house”, etc.  ● Closure: Have students complete an exit ticket reflection. This activity should show student understanding of listed objectives.  ○ What would they change about their design next time?  ○ How can Ecobricks affect your own community? Contingency Plan If students are struggling to be inspired, allow them time to research ideas online, as well as look at the 1​ 00 Under $100: One Hundred Tools for Empowering Global Women ​book to see the pictures of Ecobricks at work! Additionally, because this project can easily be picked up where

Conference Session

Pre-college Engineering Education Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Janille A. Smith-Colin, Southern Methodist University; Jeanna Wieselmann, Southern Methodist University

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Diversity

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Pre-College Engineering Education

careers; greater focus on hands on experiences; and opportunities forstudent reflection [30]. For example, they suggested one-on-one mentoring opportunities andstudent evaluation of experiences as potential areas for growth.STEM Academy parents. The following themes emerged as most important from the parent-perspective for supporting student sense of belonging, safety, and conception of self (listed inorder of importance based on the list of validated strategies presented in Table 1 above): • Strategy 5: Present and recruit positive role models from diverse groups o Expose students to successful role models from their groups who refute negative stereotype. • Strategy 2: Create a critical mass o Increase the

Conference Session

Pre-College Engineering Education Focused on Female Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University

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Diversity

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Pre-College Engineering Education

grounded in the work of Crismond and Adams [94], who developed the InformedDesign Teaching and Learning Matrix based on a meta-literature review. The matrix includesnine design strategies that are fundamental to informed engineering design and include:understanding the challenge, building knowledge, generating ideas, representing ideas, weighingoptions and making decisions, conducting experiments, troubleshooting, revising or iterating,and reflecting on the process. In addition to identifying these strategies, the authors describelearning progressions to highlight the range of design behaviors that develop from beginningdesigners to informed designers.The design strategies in the Informed Design Teaching and Learning Matrix are intended to beused

Conference Session

Communication in Pre-College Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenny P. Quintana-Cifuentes, Purdue University; Senay Purzer, Purdue University; Molly H. Goldstein, University of Illinois, Urbana-Champaign

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Diversity

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Pre-College Engineering Education

like the nineties and in December drop.” (Student TH3_7) SD- The student has a sequential explanation “Well I change the roof a lot because it was, the way that can be across different disciplines. it works, at first, I had the roof panels on the wrong However, there is no evidence she/he side of the house, and then I had to move them that considered concepts from other disciplines around a bit. I also tried to make it (the roof) flatter during their trade-off decisions. and other roof designs to see the way the sun reflected more

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

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Diversity

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Pre-College Engineering Education

would help focus students on seeing themselves as engineers andhave their ideas, rather than the LEGO bricks, drive the creation of the scene. We also added abrief time at the end of the activity to talk about what an engineer is and does, the variety ofscenes created and how that reflects the variety of engineers, and how students’ interests can fitwith the many different types of engineers. This shift moved the activity more into the realm ofan intervention rather than just data collection alone. The revised version of the activity was usedin the remaining nine classrooms. When they completed their scene, we encouraged students tocreate a brief video using a GoPro camera to describe what their engineer was doing. However,time constraints

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University of Michigan; Kristen B. Wendell, Tufts University

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Diversity

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Pre-College Engineering Education

join a small committee of teachersworking to redesign the science curriculum resources for the city.Data Collection and AnalysisTo track the evolution of Vanessa and Dani’s choices for teaching engineering, we invited bothto be interviewed periodically as they implemented engineering units, which ranged in lengthfrom one class session to several months. The first author conducted three interviews withVanessa and five with Dani, using the same protocol each time. Each interview began with theteacher describing her most recent units, often with pictures of student work and binders oflesson plans. The second part of each interview asked teachers to explain their instructional andpedagogical choices, reflect on why they persisted in teaching

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelli Paul, Indiana University-Bloomington; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University-Bloomington; Jungsun Kim, Indiana University Bloomington

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Diversity

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Pre-College Engineering Education

concept or how to proceed, students reflected thatEOEs stepped in to help them figure out how to move forward, providing encouragement andsupport throughout. Their comments suggested that the goal of the EOEs was to ensure thatstudents were successful on a project, even if they had failed attempts along the way. Studentsfelt supported by EOEs throughout the design challenges and perceived that EOEs worked tomake the experience as positive as possible for them.Table 5. Sample Student Statements Related to Fostering Student Agency, Understanding, andProject SuccessSub-theme Student StatementsStudent Agency They [EOE] didn't do it for me. They gave me some directions so then I could figure it out... not every

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abigail Jagiela, University of St. Thomas; Jenna Laleman, University of St. Thomas; Paige Huschka, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Annmarie Thomas, University of St. Thomas

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Diversity

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Pre-College Engineering Education

over the duration of theprogram. The post-program surveys also offered an overall evaluation of the program withquestions asking for participant feedback and growth in content areas. The pre-program surveyconsisted of six short-answer questions and ten Likert-scale based questions. The post-programsurveys consisted of eight short-answer questions and the same ten Likert-scale based questions.Participant answers were recorded through a number randomly assigned to each student whichallowed researchers to compare this data while still keeping the responses anonymous. Studentsadditionally filled out daily online journals at the end of each session through a platform calledSeeSaw. These served as a way for students to reflect on what they enjoyed

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

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Diversity

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Pre-College Engineering Education

related to technical systems being designed toaddress a human problem, but also knowledge of social systems in which the designedtechnology will be implemented and of the interdependencies between the technical and socialsystems1. This recognition is reflected across the K-12 Next Generation Science Standards2under the cross-cutting concept “Influence of Science, Engineering, and Technology on Societyand the Natural World”, and specifically in at least two middle (MS) and high school (HS)Engineering, Technology and the Application of Science Standards (ETS): ● The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shramana Ghosh, NYU Tandon School of Engineering; Veena Jayasree Krishnan, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

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Diversity

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Pre-College Engineering Education

demonstrate better science attitudes andinterest while maintaining performance in state tests [27]. This model of curriculum developmentalso encourages teachers to take ownership of the content, reflect on the rationale for theirpractices, and invest in greater self-learning, all of which lead to the creation of educativecurriculum materials [24]. Educative curriculum materials refer to curriculum that promotesteacher learning in addition to student learning by supporting and developing skills forinstructional decision making.With regard to the development of NGSS-aligned curriculum, researchers have suggested a 10-step process [28]. It consists of: (i) selection of PEs related to a given topic or DCI; (ii) review ofthe PEs to establish the scope of

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers, Delaware State University; James C. Baygents, University of Arizona

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Diversity

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Pre-College Engineering Education

via;abstract hypothesis, active testing, concrete experience and reflective observation. However, inengineering service learning, students work to create real solutions for a real customer. Whilethey might ride in and out of the iterative steps in the engineering design process, in the end theirideas must be resolved, not only with their engineering team members, but also with real peopleand situations in the world. In fact, it can be said that engineering service learning improves theeffectiveness of ELT due to its necessary connection to the real world.3. Methods3.1 ParticipantsData analysis for this paper will concentrate on selected questions from the ENGR 102 HScourse evaluations collected for Academic Years (AY) 2014-15, 2015-16 and

Conference Session

Engineering Career Attitudes

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Alberto López Pulido , University of San Diego

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Diversity

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Pre-College Engineering Education

toacknowledge the material realities (e.g., the intersections of the sociocultural landscape, historyand cultural and political past and present that create complex interactions and interpretations oflived realities) of students whose embodied knowledge may not align to the structural norms offormal schooling [12]. The assumption that engineering is only created through one kind ofknowledge impacts the “acceptance of difference” [13]. It is important that students, especiallyLatinx students, see themselves reflected in the curriculum and provide spaces to engage them inengineering activities in their own language, culture, and communities.This paper introduces a new paradigm by inverting the logic portrayed in many studiesinvolving research that

Conference Session

Girls in Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg

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Diversity

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Pre-College Engineering Education

techniques employed in all of the workshopsare active-learning student-centered methods. The instructors decided at the inception of theprogram to present material in ways that each instructor had found to be most effective in theuniversity environment. All sessions used mini-lecture presentations followed by activities thatteach the concepts through demonstration or experiment that the students perform themselves.From the first year to the second, the biology and chemistry sessions were revised based onfeedback from students that indicated they had done the particular type of DNA analysis andpolymer synthesis before. The session descriptions below are reflections of the 2017 workshops;all of which were well received and were new to the students. A

Conference Session

Best Practices in Out-of-School Time

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Virginia A. Davis, Auburn University

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Diversity

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Pre-College Engineering Education

of constructs likely tobe impacted by grades 6-12 science interventions. See Table 2. We also asked questions aboutwhether students found S&E fair projects to be “transformative experiences”[11] which areexpected to reflect deeper engagement with science. We shortened the scales for time, selectingthe four most representative items from each scale. We also rephrased each question to ask aboutthe fair project.ResultsWe analyzed the demographic characteristics reported by these students and contrasted thosewho did and did not complete science fair projects. Overall, teachers with younger students(especially 6th grade) seemed more likely to require all students to complete a project, whileteachers with older students (especially 12th grade

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

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Diversity

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Pre-College Engineering Education

a Bill of Materials to determine what to buy, quantities, sizes, etc. 10. Construct final model 11. Host exhibition of learning in front of an audience of peers and an invited audience 12. Reflect on the session including personal progress and skills learnedSince the students are at different stages of core skills (Math, Reading, English, etc.), theopen-ended aspect of the project parameters enables the students to learn much moreindividualized engineering skills. Students take the initiative to learn skills necessary to completethe projects they have designed. The instructors then help the students learn these skills and helpmanage safety during the process. However, the design process being followed is consistentacross all ages

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lori Caldwell, Utah State University; Angela Minichiello P.E., Utah State University

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Diversity

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Pre-College Engineering Education

toengineering by placing them in teams and asking them to build and customize the design of anunderwater remotely operated vehicle (U-ROV). Students were also tasked with competing withthe U-ROV in a timed obstacle course at the end of the program. In this study we examined howstudents participated in and built intra-team working relationships within the EAP using anembedded graduate student researcher, who simultaneously functioned as a team member, and anapproach informed by ethnographic research methods. Data were generated by the graduatestudent researcher through a reflective journaling practice, design artifacts detailing materialsproduced by students, as well as debriefings conducted with program mentors and directors. Inaccordance with an

Conference Session

Makerspaces

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aaron Kyle, Columbia University; Christine Kovich, HYPOTHEkids; Michael A. Carapezza, Hk Maker Lab

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Diversity

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Pre-College Engineering Education

coursematerials for their classes. Teachers are active observers throughout the program – theyparticipate in all the EDP workshops, bioinstrumentation labs, and prototyping sessionsalongside the students, with additional time to reflect on their own experiences and observations.The workshops consist of a series of lectures that teach the critical components of the EDP. Thesessions are interactive, providing students opportunities to develop and employ the variouscomponents of the EDP. For example, during the concept generation phase, students are givensome example problems and challenged to brainstorm as many potential solutions as possible;the exercise is then repeated, this time challenging students to conceive and outline newproblems before

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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Diversity

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Pre-College Engineering Education

female. Laboratory assignments werebased on the specified interests expressed by the students, who worked with individual facultyand laboratory personnel on original research projects. Data were collected using pre- and post-experience surveys and student reflections. Findings indicate that students enjoyed working inthe laboratory settings with the researchers and participating in authentic research activities.Their career goals in STEM and health-related professions were reinforced and strengthened as aresult of their participation.IntroductionInterest in Science, Technology, Engineering and Mathematics (STEM) fields has been decliningamong students in the U.S., while the number of available positions in STEM fields is steadilyincreasing [1

Conference Session

Elementary Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Teresa Porter, Ohio State University; Meg E. West, Ohio State University; Rachel Louis Kajfez, Ohio State University; Kathy Lea Malone, Nazarbayev University; Karen E. Irving, Ohio State University

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Diversity

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Pre-College Engineering Education

understanding and education of engineering themselves [1], [4],[11]. The facilitation of learning about engineering requires more than just hands on activities, asteachers shape engineering experiences by posing questions, reflecting on student responses andlearning, and giving direction to students [1], [6], [8]. Other engineering fundamentalshighlighted by teachers include allowing the students to develop their own approach, affirmingthat failure and revision are okay, and the idea that a technology is never final [8], [12], [13]. Theteachers are responsible for laying the foundation for the problem, including explaining anyconstraints or requirements, controlling variables, mediating teamwork, and introducing andguiding the use of the engineering

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

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Diversity

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Pre-College Engineering Education

. 2. Provide documentation of their design decisions in the form of written reflection, sketches, and evidence from data. 3. Build a prototype as part of their solution (a simulation, drawing or a physical object) 4. Present their solution to others.The Committee then recruited a broad range of experts including those in education, engineering,health care, and counseling services to help define the parameters of the challenge and the formatby which it was delivered. The problem needed to be narrow enough for students to grasp andaddress in a short period of time but broad enough to foster creativity. The resulting challengefocused on physical locations and the nature of human interactions in those

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Miiri Kotche, University of Illinois at Chicago; Jennifer D. Olson, University of Illinois at Chicago; Darrin Collins, University of Illinois at Chicago

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Diversity

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Pre-College Engineering Education

summer BEST program was in all senses a success. Teachers reportedvery positive feedback. In addition, bioengineering faculty reported strong support for theprogram to continue. This year we have begun preparing two manuscripts to describe and reportour progress in the BEST program. In addition, we have been reflecting on ways to deepen ourunderstanding of the program impact on teachers as well as their classrooms. As we consider arenewal application, we are defining ways to strengthen and analyze the program morerigorously.CONCLUSION Reflecting on the progress made through the end of year 4 of this grant support, we areconfident that the BEST program is having a positive impact on its participants. We continue torecognize the importance

Conference Session

Pre-college Engineering Education Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kayla R. Maxey, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education

acknowledged that he didn’tknow but a professional athlete may be an option.As Joseph engaged with different team members in 5 different engineering design challengesover the 10-day period his perceptions and self-efficacy began shifting. As seen in Figure 1,Joseph’s perceptions of engineering decreased in the traits initially identified. Joseph explainedthat his decreased perception was a result of a change in his perceived level of difficulty. DueJoseph becoming more confident in his abilities to engage in the skills of an engineer, by the endof camp, Joseph states “I can [become an engineer], but I just don’t want to waste time.” Thisstatement is a direct reflection of the mismatch in Joseph’s personal interests with his pre- andpost- perceptions

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

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Diversity

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Pre-College Engineering Education

differences. Forexample, the understanding of mixed representation and usage of engineering standards foundwith the Next Generation Science Standards[7] was essential to validate, as well as, each teacher'spercentage of minority students in their classrooms. Each team grappled with identifyingspecificity level of criteria, ensuring that criteria reflected diversity and inclusion needs, ensuringindicators monitor learning actions and context, ensuring that indicators reflect learning that ismeaningful and engaged, creating objectives that any subject matter teacher can use, and creatingobjectives beyond the steps of the engineering design process. The different perspectivescontinue throughout the creation of the grade-level criteria, indicators

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr., Newport News Public Schools; LaTricia Walker Townsend, North Carolina State University

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Diversity

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Pre-College Engineering Education

InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content

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

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Diversity

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Pre-College Engineering Education

problems orcommunicate information. This is done by apprenticing students in interpreting, producing, andevaluating discipline-specific texts in ways that reflect practices utilized by experts in the field. Ithas been shown that teachers can use DLI to provide K-12 students with a framework forinterpreting, evaluating, and generating discipline-specific texts. Students who receive DLI andlearn to “read like” professional practitioners performed better on various outcome measurescompared to students that did not have DLI [5], cf. [6], [7], [15], [16]. The findings emergingfrom these studies suggests that DLI improves both women and minority student performance[16] in a variety of disciplines, and thus encourages research on DLI to improve

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

Tagged Divisions

Pre-College Engineering Education

interest in science and engineering and their confidence in21st century skills started high before the unit, with means of 2.93 (σ = .21) and 3.06 (σ = .16)respectively. This was students’ first exposure to engineering in Physics, which is reflected intheir lower initial confidence regarding the engineering design process (mean = 1.67, σ = .16). Atthe end of the unit, their interest in science and engineering had grown marginally (mean = 3.10,σ = .21), while their confidence in both 21st century skills and the engineering design processgrew to means of 3.53 (σ = .22) and 2.12 (σ = .16) respectively. When the results were comparedusing a Mann-Whitney U Test, the differences in student confidence in using 21st century skillsand their confidence in

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy L. Warren, University of Arkansas; Hayley A. Chandler; Madeline Ludwig, University of Arkansas; Katelyn M. Heath, University of Arkansas; Eric Specking, University of Arkansas

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Diversity

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Pre-College Engineering Education

theme anddistilled into an activity appropriate for 7th and 8th graders. We utilized female undergraduateengineering students to develop and facilitate the camps. This provided the students with theunique opportunity to highlight activities that reflected their degrees and helped ensure that theprojects chosen, accurately represented their field. In addition, this experience exposed theundergraduate students to other engineering fields and challenged them to develop contentoutside of their areas of study. To do this, the students formed interdisciplinary teams with otherstudents and faculty members that brainstormed ideas for content. They also as acted as testgroups for verifying the effectiveness of the content and presentations. Through this