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

Tagged Topics

Diversity

Tagged Divisions

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 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

Tagged Divisions

Pre-College Engineering Education

tool exposes students to the five steps of the designprocess: empathize, define, iterate, prototype, validate. In design-thinking based project courses,students participate in activities where they have the opportunity to 1) empathize with others, 2)try multiple ideas, 3) work with others, 4) receive constructive feedback, 5) reflect on what theyhave learned and 6) revise their solutions in order to improve their problem-solving approach.Each of these elements prioritizes adaptive skills over factual knowledge, and 2, 4, 5, and 6 inparticular relate to aspects of resilience.By learning a process that prioritizes listening, research, and learning through failure, students ofdesign thinking build leadership capacity by collecting proven tools

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

Tagged Topics

Diversity

Tagged Divisions

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

Joshua Alexéi García Sheridan, Virginia Tech; Kenneth Reid, Virginia Tech

Tagged Divisions

Pre-College Engineering Education

?• Did there appear to be a difference in this perception based on whether the class received a standard lecture vs. having teaming introduced via the Pandemic board game?• Were there any differences based on student's gender?The assessment instrumentThe research team considered a number of instruments with constructs in ‘teaming’. TheStudent Attitudinal Success Instrument (SASI-I) possessed the most items that were usablefor representing attitudinal outcomes for teamwork that reflected positive growth in the sixKSAs [27]. The final instrument consists of 33 5-point Likert-scale questions. Questionsfrom the following subconstructs were selected (shown with the overall main constructs):Individual (Team vs. Individual Orientation

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

Tagged Topics

Diversity

Tagged Divisions

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

Tagged Topics

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

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

Program Evaluation Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Boukdad, Bowman Creek Educational Ecosystem; Amy Blue Cuevas, Bowman Creek Educational Ecosystem; Marty Kennedy, Bowman Creek Educational Ecosystem

Tagged Divisions

Pre-College Engineering Education

this data is preliminary, it gives context to the reader on the success of the program. I look forward to hearing more about this program in the conference setting. ● A reviewer commented on the rewrite ​-done ● Framed as a work in progress, the limited evidence is acceptable. The future development of the academy will be of interest, though division members would be interested in survey response data, examples of participant work, and reflective commentary on the success and challenges of the camp. ● A reviewer commented on the rewrite ​-done ● Please check the Author’s guide for correct formatting. Recommend survey data be presented in a table in the Outcomes Section

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education

Lead the Way? o If yes, would you please list the name of the training?• In what areas do you currently hold a teaching endorsement? (Select all that apply) o Physics; Chemistry; Physical Science; Technology and Engineering; Earth Sciences; Environmental Science; Geography; Middle Level Science; Biological Science; Other.• Would you be willing to attend sponsored and funded professional development training at Utah State University to learn and develop engineering curriculum to enhance your existing science curriculum and to address the new engineering standards?• What is your current gender identity?• What permanent population estimate best reflects the area of the school you teach in

Conference Session

Professional Development for Pre-Service and In-Service Teachers

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Jennifer Lee Kouo, Towson University; Vaishnavi Murthy, University of Maryland, College Park

Tagged Divisions

Pre-College Engineering Education

velocity and location of moving objects. Finally, students utilizedvarious modules in the lab to integrate graphical user interfaces into their labs and display datagraphically in real time. Students selected as a final project to develop a “cloud in the bottle”experiment in which they pressurized a bottle that contained some water and then measured thepressure and the reflectivity of the “cloud” that developed once the pressure was rapidly reduced. Table I. The stated objectives of the Python Programming class for pre-service teachers. An appreciation for the enabling role of computers and computational thinking in STEM applications. Operational familiarity with elementary Python programming concepts: program control flow, basic and collection

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleazar Vasquez III, University of Central Florida; Melissa A. Dagley, University of Central Florida; Hyoung Jin Cho, University of Central Florida; Damla Turgut, University of Central Florida; Alireza Karbalaei, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

implementation of UDL focuses on integrating the three principles across four criticalinstructional elements: Clear Goals, Intentional Planning for Learner Variability, FlexibleMethods and Materials, and Timely Progress Monitoring [5]. These critical elements areimplemented using an instructional design model that includes five steps: (1) Establish ClearOutcomes, (2) Anticipate Learner Variability, (3) Establish Clear Assessment and MeasurementPlans, (4) Design the Instructional Experience, and (5) Reflect and Develop NewUnderstandings. UDL makes use of a variety of technology-enhanced, evidence-based, strategiesand instructional resources to enhance instruction for all students.Preliminary Outcomes of RET and Train the Trainer Model of SupportsEarly

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meg E. West, Ohio State University; J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Bruce Wellman, Olathe Engineering Academy at Northwest High School; Todd France, Ohio Northern University

Tagged Divisions

Pre-College Engineering Education

, (6) offers feedback and reflection, and (7) is of sustained duration.The engineering PD, including in-classroom deployment of activities and data collection, wasdesigned as an iterative process to be conducted over a three-year period. This will allow forimprovement and refinement of our approach. The first iteration, reported in this paper, consistedof seven high school science teachers who have agreed to participate in the PD, implement theproblem-framing activities, and collect student data over a period of one year. The PD itselfconsisted of the teachers comparing science and engineering, participating in problem-framingtraining and activities, and developing a design challenge scenario for their own courses.The participating teachers

Conference Session

Pre-College Engineering Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sabina A. Schill, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder

Tagged Divisions

Pre-College Engineering Education

personal nature of the direct emails; theyincluded mention of the participants’ names, universities, and the name(s) of identified K-12STEM outreach program(s). The response rate may have also been affected by the COVID-19pandemic, which caused major disruptions in higher education, starting around mid-February2020.Program coordinators represented 46 distinct colleges and universities and provided informationon 131 K-12 STEM outreach programs, with 34 program coordinators describing more than oneprogram. Table 3 summarizes characteristics of survey respondents and Table 4 of programs.The total number of institutions in Table 3 reflects the number known to the authors, includingfrom direct emails and respondents who supplied their affiliations when

Conference Session

Pre-College Engineering Education Division Technical Session 13

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jungsun Kim, Indiana University Bloomington; Soo Hyeon Kim, Indiana University-Purdue University Indianapolis

Tagged Divisions

Pre-College Engineering Education

who takes the leading role.Informal STEM Learning OpportunitiesProductive informal STEM education aims to engage “young people in STEM learning andactively [support] inclusion and [broaden] participation by young people in STEM learning”[12]. Science museums provide a wide range of informal STEM education programs for childrenand their families. Positive benefits of these programs have been widely documented, but someresearchers argued that science museum programs reflect dominant cultures [13]. Families inunderrepresented populations can be isolated from this content. STEM night programs, anotherpopular informal STEM program, encourage local family involvement. Educators attempt toreflect the local population’s characteristics such as

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

situated. Forexample, researchers of DLI in history have found that historians engage in literacy practicessuch as contextualizing, sourcing, and corroborating [11], [12] when reading and evaluatingprimary source documents. We conceptualize engineering literacy practices in layers, where thediscipline-specific practices (e.g. genres) are on the bottom layer while the more generalengineering literacy practices (e.g. situated social activities) are on the top layer. Figure 1demonstrates this vision of layered literacy practices. We envision that engineers working in aspecific sub-discipline of engineering work with textual genres that closely reflect the work donein their discipline. These genres then inform the frameworks they use to analyze and

Conference Session

Engineering Professional Development using Robotics Activities

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hye Sun You, NYU Tandon School of Engineering; Sonia Mary Chacko, NYU Tandon School of Engineering; Sheila Borges Rajguru, NYU Tandon School of Engineering; Vikram Kapila, NYU Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education

designing solutions. The NGSS has already been adopted by 19 states andan additional 16 states have revised their state science standards in ways that mirror the NGSS.Since the implementation of these standards, recent research has argued that familiarity andexperiences with concrete illustrations of standards-aligned lessons [4] and immersion instandards-aligned professional development (PD) [5] can prepare science teachers to comprehendand articulate the objectives of the NGSS as well as reflect the nature of specific content elementsand practices to build standard-aligned lessons.In addition to the national standards, an instructional model serves as an essential ingredient in thedevelopment of specific lesson plans and curricular materials [6

Conference Session

Pre-College Engineering Education Division Technical Session 12

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah Catherine Lilly, University of Virginia; Anne Marguerite McAlister, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

theirown ability to teach engineering content. Or a teacher may provide different kinds of verbalsupport for students to engage with certain engineering practices based on their perceptions ofstudents’ abilities to engage in engineering practices in different classroom contexts (Lilly et al.,2020). Teachers’ beliefs can then affect the effectiveness of teachers’ implementation ofinterdisciplinary curricula and the opportunities that students have to engage in certaininterdisciplinary practices (Askew et al., 1997). In classroom practice, teachers draw upon their own privately-held PCK&S to make bothplanned and in-the-moment instructional moves. PCK&S is a kind of reflection in action (Schön,1983) where teachers monitor student

Conference Session

Pre-college Engineering Education Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A. Ring-Whalen, St. Catherine University; Gillian Roehrig, University of Minnesota, Twin Cities

Tagged Divisions

Pre-College Engineering Education

at home.Some of the opportunities reflected more accurate conceptions of the work of engineers thanothers, but students often described key people who served as informal mentors in engineeringby inviting them to help with projects. Notably, these key individuals were often male familymembers: fathers, grandfathers, and uncles. No student provided an example of doing somethingthey saw as engineering with a female family member. Although boys referred to theseexperiences more often, they were not exclusive to boys. For example, one girl said, “Well, mygrandpa would do some of that [engineering] stuff too, and my dad, and so I would help themwith my dirt bike or my snowmobile and stuff. Because I’m like a tomboy, but I’m also a girlygirl too

Conference Session

Pre-college Engineering Education Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Glenn W. Ellis, Smith College; Jeremiah Pina, Smith College; Rebecca Mazur; Al Rudnitsky, Smith College; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College; Sonia Ellis, Smith College, Springfield Technical Community College; Crystal M. Ford, Smith College; Kate Lytton, Collaborative for Educational Services; Kaia Claire Cormier, Smith College

Tagged Divisions

Pre-College Engineering Education

–capture indicatorsof transfer-in learning. The structure of our pilot assessment items were, in part, derived fromexemplar categories of PFL student behavior and expressions of transfer-in thinking,36 as well asthose represented in established assessment strategies reflected in extant PFL assessmentinstruments, especially in prior research projects like those of Arena37 and Grover, Pea, andCooper.38 However, when appropriate, we also remained open to incorporating new categoriesof interpretation grounded in evidence based on student response patterns to PFL prompts.VII. Development and Implementation of a PFL Assessment InstrumentOur initial effort at designing a PFL assessment produced an instrument focusing in a broad,exploratory manner on

Conference Session

Middle School Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service; Kofi James

Tagged Divisions

Pre-College Engineering Education

intended to elicit or measure this type of response. % relative to the number that attempted. We anticipated that scoring responses from a scaffolded version of the task would beeasier and take less time than responses from an open version, but our limited observationssuggest otherwise, at least for this initial administration of Parachute. While we did notsystematically record the amount of time raters spent on scoring the two tasks, severalobservations reflect the relatively more challenging than expected nature of scoring responses forthe scaffolded version. A single training session was required to prepare raters for scoring theresponses to the open version and scoring was completed in much less than a day. After theinitial

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hannah Smith Brooks, University of Texas at Austin; Todd L. Hutner, University of Texas at Austin; Victor Sampson, University of Texas at Austin; Lawrence Chu, University of Texas at Austin; Richard H. Crawford, University of Texas at Austin; Stephanie Rivale, University of Texas at Austin; Christina L. Baze, University of Texas at Austin

Tagged Divisions

Pre-College Engineering Education

innovative instructional strategies like project and problem basedlearning, which have the ability to create a STEM for all environment [8]. As standards changeto reflect a greater emphasis of engineering practices, a science or engineering focus tensionmaterializes where teachers may struggle to focus on one discipline instead of relying onintegrated instruction.This tension between integrating two disciplines may be new in engineering education, but hasexisted for some time for those working to integrate math and science. Following a report by theCarnegie Foundation, which challenged educational systems to improve math and scienceinstruction via integration, several tensions emerged [8]. Experts from several fields, whichincluded mathematicians

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susheela Shanta, Governor's STEM Academy @ the Burton Center for Arts and Technology - Center for Engineering

Tagged Divisions

Pre-College Engineering Education

) Significance level Adjusted correlation statistic (radj) Useful Description 0.121 0.723 N/A Sketch 0.635 0.036* 0.581 Specific Application of Physics 0.916 0.000** 0.821 Application of Mathematics 0.953 0.000** 0.898 Logical Progression 0.918 0.000** 0.826Note: *Significance at p < .05; **Significance at p < .01Sketch reflects a solver’s ability to represent the information in the

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

them the upper hand with industry recruiters.Competitions sanctioned by SAE International (formerly the Society of Automotive Engineers)generally occur at the end of the school year (May/June), thereby making the summer months acritical time for student teams to reflect on their previous designs and to start proposinginnovations for the subsequent season. The Formula SAE (FSAE) team at The Cooper Union inNew York City has used this time to immerse high school students in this real-world activity intheir college’s summer STEM program.This 6-week intensive summer program is separated into two main modules. The first modulefocuses on teaching students the fundamentals of engineering experimentation that culminate inoral presentations detailing

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristine Rivera, Center for Research and Education in Advanced Transportation Engineering Systems; Ayman Ali; Yusuf Mehta P.E., Rowan University; Shivani D Patel, New Jersey Department of Transportation

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

the concluding session rank the students andthe student groups are presented with cash awards reflective of their ranking.Graduation, Awards, and Final Remarks Session The NSTI program ends with a graduation ceremony and closing remarks meeting. In this meeting,Dr. Yusuf Mehta, CREATES’ Director, concludes the program by providing the students and ceremonyattendees with final remarks on the program’s success and lessons learned. It is also an opportunity forstudents to discuss their experience with the program administrators and their parents.LONG-TERM IMPACT ON CAREER CHOICES OF COHORTSOutreach Findings To evaluate the extent to which the goals of the program were achieved, parents of NSTI programgraduates were contacted by

Conference Session

PCEE Resource Exchange

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium

Tagged Divisions

Pre-College Engineering Education

Foundation under Grant No. IIS-1735836. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation.

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

‘COSMOSEducational Toolkit’.Initially, several teachers stated that the lecture and lab phase (weeks 1-2) of the program couldhave been shorter, rather than full-day activities because there was a lot of material to absorb. Inaddition, teachers also noted that they especially enjoyed the lecture topics that coincided directlywith lab experiments, as this gave them a sense of how-to best design lessons for their own studentsby being able to actively take on a learner’s perspective. These comments were made immediatelyafter the first 2-weeks of the PD program. At the end of the PD program teachers reflected andstated that the rigorous lecture and lab phase supported their conceptualization of wirelesscommunications in order to best create lessons in the

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

, critical thinking, and the use of technology [24,25]. PBL engages students in realinquiry [23] that begins with the students posing question, generating hypothesis, seekingresources to find answers, framing new questions, exploring and testing ideas, and formulatingconclusions [24]. Formalizing a process for feedback and revision [24] during a project makeslearning meaningful since it emphasizes that creating high-quality products [23] and performancesis an important purpose of the endeavor. Students answer questions and reflect on how to completethe project, next steps they need to take, and what they gain in terms of knowledge, skills, andpride. The role of a teacher is vital for the implementation of PBL in classroom environment. AsFigure 5(a

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

S.M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

,challenges, question and answer sessions, etc. An online feedback and reflection system was alsoimplemented to solicit feedback from the middle school teachers at the end of each day.Table 1: Statistics of the participating teachers. School/teacher information Number Participating schools total 13 Participating teachers total 23 Participating math teachers total/male/female 10/4/6 Participating science teachers total/male/female 13/7/6Table 2: Statistics of the facilitation team

Conference Session

Professional Development for Teachers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Aitken Nichol, Rice University; Christina Anlynette Alston, Rice University; Jorge E Loyo Rosales, Rice University; Alice Chow; Carrie Obenland, Rice University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

goals by providing participants with opportunities to: 1) think reflectively andcritically about their current teacher practices; 2) improve understanding of advanced placementand state standards; 3) fully engage in an authentic PBL and engineering design experience onwater treatment and sustainability; and 4) learn about current NEWT research being conducted atRice University, Arizona State University, Yale University, and University of Texas-El Paso.Pilot Program Recruitment and ParticipantsNEET participants were selected from local districts that had high underrepresented minoritystudent populations. Of the 47 applications received, 25 teachers were selected for the pilotNEET program. Teachers had a wide range of teaching experience from 1

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

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

associated with a pedagogy-focused RET experience that includes curriculumdesign activities, the importance of building in metacognition and reflective practice to the RETprogram, and the challenges of RET programs integrating teachers into existing research labs andprojects. As another example, Silverstein, Dubner, Miller, Glied, and Loike [4] found thatteachers’ participation in a RET program positively impacted the teachers’ skills in sciencecommunication and improved their students’ achievement in science. The RET program featuredin this study integrated research experiences with weekly professional development sessions. Research Experience for Teacher programs that are situated within engineering researchcenters have the potential to