Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Darlee Gerrard, University of Toronto; Paul R. Chiarot, State University of New York at Binghamton

Tagged Divisions

Pre-College Engineering Education

content in this setting. We approached ourcollaboration by employing an apprenticeship model to inform student training and experience.This model draws on experiential approaches to teaching and learning. Kolb [4] defined learningas “the process whereby knowledge is created through the transformation of experience” andadvanced four key phases in this cycle of learning: concrete experience, reflective observation,abstract conceptualization, and active experimentation [5]. Cognitive apprenticeship models aimto “enculturate [learners] into authentic practices through activity and social interaction” [9].Brandt, Farmer and Buckmaster [7] offer an apprenticeship model that includes modeling,approximating, fading, self-directed learning, and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Phelana Pang, Seattle Girls' School

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

 engineering devices were considered throughout the unit, and students were required to reflect on these questions as they presented their sensory substitution device to the school community.  The concepts of circuitry were introduced through hands­on experiences using Snap Circuits   Ⓡand breadboards, as well as online animations and videos.  Students learned about connecting and programming the Arduino microcontroller through a series of scaffolded activities which included some offline learning and modifying of existing code.  Students then discussed the different aspects of the engineering design process and used a design notebook to document their ideas, questions, and modifications while building a model of their sensory substitution device

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

more likely to create drawings of white, male engineers who areworking alone than drawings of women, minorities, or people working in groups [13]-[17]. DAEstudies also indicate that children often have a narrow view of the work of engineers, oftendrawing them as laborers who build and fix things [14]-[18].The development and use of a Draw-An-Engineering-Teacher Test could provide pre and in-service teachers with the opportunity to capture their mental images and reflect on what theybelieve engineering does or would look like in their classrooms. These depictions could aideeducation faculty and professional development providers in identifying these potentialmisconceptions and give participants the opportunity to reflect upon how they can

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Michael D. Johnson, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Jennifer Whitfield, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

**development processConfidence in using a design 12 3.31 1.19 3.97 1.03 -3.140 0.003**challengeHow to use industry experts 12 3.41 1.24 4.35 0.92 -3.246 0.001**How to elicit reflective decision- 12 2.61 1.07 3.68 0.85 -3.586 < 0.001**making in students** P is significant at the 0.01 level (2-tailed).In our interview conversations, teachers expressed positive experiences with the PDactivities. Teachers’ feedback suggested that the PD activities were very rewardingexperiences for them. They reported that the activities they engaged in were excellentopportunities to learn about

Conference Session

Pre-College Engineering Education Division Resource Exchange

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tejaswini S. Dalvi, University of Massachusetts, Boston; Kristen B. Wendell, Tufts University; Chelsea Joy Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

their playground equipment models and test their designs with miniature wheelchairs. All initial designs have room for improvement; groups iterate and continue testing, trying to improve their designs. Day 8: Design Challenge - Peer Feedback How can we improve our designs by giving and receiving peer feedback? Student groups self-evaluate their own design and design process, then pair up with other groups to offer feedback, help troubleshoot, and brainstorm solutions to common issues. Day 9: Design Challenge - Final Test & Review What can we learn by looking across all our design attempts? Groups reflect on their design attempts, and the teacher facilitates a whole class discussion comparing across designs. Student groups complete their

Conference Session

Pre-college Engineering Education Division Technical Session 14

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

D'andre Jermaine Wilson-Ihejirika P.Eng., BrainSTEM Alliance

Tagged Divisions

Pre-College Engineering Education

. BrainSTEM Alliance Ltd. Email: info@brainstemalliance.com Website: www.brainstemalliance.com Our mission is to collaborate with community partners to create accessible programming that fosters awareness, increases engagement and inspires the use of STEM in our daily lives. Our vision is for every person to have the opportunity to be empowered by Science, Technology, Engineering and Math (STEM).The concept of using instrumentation for process control can also introduced depending on gradelevel, and students can reflect on the importance of proportions when scaling (flow/levelindicators) as well as the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

representation reflecting the designer’s interpretation of the current situationand desired situation. Consequently, problem framing is an essential part of the engineeringdesign process. Also, engineering design situations often involve multiple, conflicting views andstandpoints, which requires engineers to consider various contexts including both technical andnon-technical issues in structuring and representing a design problem for the situation. Jonassenet al. (2006) illustrate that an engineering design problem involves a variety of goals andconstraints that sometimes contradict each other and include not only technical but also non-technical factors. In terms of the non-technical goals and constraints, they state that engineeringdesign

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

Tagged Topics

Diversity

Tagged Divisions

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

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amanda C. Johnston, Purdue University, West Lafayette; Murat Akarsu, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

Cincinnati in the USA. He is currently writing a dissertation on the pre-service teachers’ understanding of geometric re- flections in the USA. His dissertation explores pre-service secondary mathematics teachers’ motion and mapping views and contributes to current research by offering insights into the development of an under- standing of geometric reflection. He is also working as a research assistant in Engineering Education. His work is focused on student learning and interest engineering design to teach engineering, science, and mathematics.Prof. Tamara J. Moore, Purdue University, West Lafayette Tamara J. Moore, Ph.D., is an Associate Professor in the School of Engineering Education and Director of STEM

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin R. Campbell, Robert Morris University

Tagged Divisions

Pre-College Engineering Education

onbreadboards. Play Laser Chess/Maze to become comfortable with tracing beam paths. Figure 3. Laser based games (Laser ChessTM and Laser MazeTM) teach reflection, beam splitting, ray tracing and the visualization of optical paths. Day 2 Begin the day with lessons on lasers, explaining the concept of “Light Amplification byStimulated Emission of Radiation” and talk about the construction of different types of lasers.Introduce the concept of fiber optics and teach refraction and total internal reflection. Do demosof laser light being carried through a fiber. Let the students get hands on with the fibers andlaser sources. Review previous day’s electrical topics. Present new

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea J. Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Divisions

Pre-College Engineering Education

we learn by looking across all our design attempts? Final tests Groups reflect on their design attempts, teacher facilitates a whole class discussion & review comparing across designs. Day 11-12: How do engineers share their ideas through speaking and writing? Design Groups prepare for and engage in the conference, where they share their designs and conference design process with other students and members of the school and greater community. DESIGN BRIEF Goal: Stop pollutants (various sizes of beads, glitter, and oil) in the stream (elevated end of your bin) from entering the drinking reservoir (lowered end of your bin) Criteria: Your system MUST: Constraints: • Filter out as much

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

Tagged Topics

Diversity

Tagged Divisions

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 Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nick Lux, Montana State University - Bozeman; Blake Wiehe ; Rebekah J. Hammack, Montana State University - Bozeman; Brock J. LaMeres P.E., Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman

Tagged Divisions

Pre-College Engineering Education

theFormation of Engineers program under Grant Number EEC-1916673. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and donot necessarily reflect the views of the National Science Foundation. References[1] C. Quigley, A. Trauth-Nare, and N. Beeman-Cadwallader, "The viability of portraiture for science education research: learning from portraits of two science classrooms," International journal of qualitative studies in education, vol. 28, no. 1, pp. 21-49, 2015, doi: 10.1080/09518398.2013.847507.[2] L. C. Moll, C. Amanti, D. Neff, and N. Gonzalez, "Funds of knowledge for teaching: Using a qualitative approach to connect

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

Tagged Topics

Diversity

Tagged Divisions

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 Division Technical Session 18

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alyssa Marie Eggersgluss, Playful Learning Lab; Annmarie Thomas, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Rachel Farah, University of St. Thomas; Cullen Charles Kittams, Playful Learning Lab; Emma Michelle Monson, University of St. Thomas; Krista Schumacher, University of St. Thomas; Jeff Jalkio, University of St. Thomas

Tagged Divisions

Pre-College Engineering Education

for participants.A self-reflection on increased computer programming knowledge was included on the post-surveyresponse. Of the responses [Figure 1], three said their understanding increased very little, three said theirunderstanding increased a lot, and the 13 remaining participants stated varying degrees of increasedunderstanding within the given range. The average of the group was a 5.3, suggesting that the group as awhole moderately increased their understanding of programming. Figure 1: A post-workshop survey response to the question, “How much did working with Code + Chords increase your understanding of programming?” for all participants in the study.An important question asked in the exit survey was, “Did

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

Tagged Topics

Diversity

Tagged Divisions

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

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jalil Kianfar P.E., Saint Louis University; Stephen M. Belt, Saint Louis University

Tagged Divisions

Pre-College Engineering Education

thebackground to and basic knowledge about each mode of transportation. Lectures were followedby a hands-on laboratory class or a computer-based activity where students could apply the basicprinciples of transportation engineering to solve a problem related to each mode oftransportation. Finally, field trips were arranged to help students connect the theory and hands-onactivities to real-world engineering and aviation applications. A Likert scale questionnaire wasused to inquire about participants’ opinions of STEM and to assess the effectiveness of theprogram in introducing students to STEM. This paper reflects on opportunities and challenges indeveloping and implementing the curriculum and suggests improvements to it.IntroductionHigh school students

Conference Session

PCEE Biomedical Engineering

Collection

2018 ASEE Annual Conference & Exposition

Authors

Vahideh Abdolazimi, Drexel University; Jared Andrew Ruddick, School District of Philadelphia; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University; Richard Edward Giduck, Drexel University

Tagged Divisions

Pre-College Engineering Education

concepts mentioned during the lecture anddiscussion to employ the analytical thinking abilities of the students.3. Module Descriptions3.1 Module One The first module focused on the basic interactions of white light with diffractionglasses, bulk/transparent objects (triangular and rectangular prisms), and dyed waters incomparison to the interaction of lasers with similar materials. The students were given flashlights,laser pointers of different colors, and various objects to perform the activity and report theirobservations (Figure 1).The pre-activity was an introduction to several concepts including light as a wave, the four maininteractions of light with materials (absorption, reflection, refraction, and transmission), chemicaldefinition of dyes

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

Tagged Topics

Diversity

Tagged Divisions

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

Ryan Barlow, Utah State University; Max L. Longhurst, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Pre-College Engineering Education

understanding of engineering concepts [4], insufficient backgroundin engineering [5], or a lack of self-efficacy [3] [6] [7]. Because of this gap in the ability andconfidence of science teachers to teach engineering, there is a need for improved professionallearning opportunities for these teachers.Instead of having the eight participating STEM teachers be only chaperones, they were given theopportunity to experience the engineering activities with their students and were able toparticipate in several evening workshops led by the researchers. In these workshops, the teacherswere able to reflect on and discuss their engineering experiences in the camp, participate inactivities related to implementing engineering in their classrooms, and were given time

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach; Karen Miel, Tufts University; Kristen B. Wendell, Tufts University

Tagged Divisions

Pre-College Engineering Education

score, citing the fact that the performance of therocket was “like stuck in the middle,” so the score should reflect that. Her use of “like,” “kindof,” and “doesn’t really” served to highlight her uncertainty, while still positing that a design was“stuck in the middle” and required some score that was not featured on the decision matrix.Sympathizing with a designRebekah and Bonnie spent several turns sympathizing with one of their designs that scored 0 inevery category (named “mega-hedgehog,” Figure 2). This sympathy was indexed by aheightened affective stance adopted by the girls, marked by diminutive affix, repetition, andvocabulary choices (strategies underlined in the following excerpt). 11 Bonnie: I feel bad this was our best

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

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

Tagged Topics

Diversity

Tagged Divisions

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

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

contentstandards is also part of a larger educational shift towards standards-based education. As anexample of this shift, the Common Core standards for English and Mathematics were adopted byforty of the fifty states (although later repealed in a few states).In 2010, the National Academy of Engineering published a book discussing whether K-12standards should be developed for engineering, and if so how they should be incorporated intothe curriculum. After reviewing several approaches, the authors recommended that engineeringstandard be integrated into existing science standards to emphasize the symbiotic interaction ofengineering and science practices. The conclusion to integrate engineering standards into otherSTEM standards also reflects a larger-scale

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

Diversity

Tagged Divisions

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

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Richard J. Aleong, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Pre-College Engineering Education

second, as a futureelementary education teacher creating a learning experience. As such, we needed a frameworkthat could transition with students as they first experience design as a pedagogy for learningscience and then later enact design as a pedagogy in elementary education classrooms. It alsoneeded to support teacher noticing in both contexts—preservice teacher preparation classroomsand elementary education classrooms—as a way to monitor and facilitate learning as well assupport reflective practice and sensemaking [26]. With specific reference to Berland [22], wesought a fundamental expansion of what it means to know and do engineering design byreframing how we think about the kinds of knowledge involved in being able to enactengineering

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne A. Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology

Tagged Divisions

Pre-College Engineering Education

protocol in which students were asked to describe their engagementin the course activities. Specifically, the protocol included a series of questions intended to elicitstudents’ reflections on their experience with the engineering design process along withadditional questions related to various other aspects of the course including collaboration, theintegration of math and science, and students’ overall perceptions of the course. A total of twelveinterviews were conducted with the six students in the case study sample, one interviews witheach student at the end of two of the semesters in which they were enrolled in the engineeringcourses. Interviews were conducted during the final week of the academic year in which studentswere enrolled in the