Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Nina Mahmoudian, Michigan Technological University; Mo Rastgaar, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Amy Joy Patterson, Michigan Technological University; Jacob Bailey, Nonlinear Autonomous Systems Laboratory

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Diversity

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Pre-College Engineering Education Division

in thecategories of technology (robotics, programming, etc.), videogames, and outdoor activities(hunting, camping, etc.). Digging deeper into videogames, the SYP students spend much moretime on that than the WIE students, as shown in Figure 1(b). 50 80 (a)%ofHobbiesListed 40 (b) %ofParticipants WIE% 60 WIE% 30 SYP

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David Pistrui, University of Detroit Mercy; Nassif E. Rayess, University of Detroit Mercy

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Diversity

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Pre-College Engineering Education Division

a secondoffering is planned for 2017 albeit with a more accessible project.References1. Goldman, S., & Carroll, M., & Zielezinski, M. B., & Loh, A., & Ng, E. S., & Bachas- Daunert, S. (2014, June), Dive In! An Integrated Design Thinking/STEM Curriculum Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana.2. Biggers, M., & Haefner, L. A., & Bell, J. (2016, June), Engineering First: How Engineering Design Thinking Affects Science Learning Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.3. Menold, J., & Jablokow, K. W., & Kisenwether, E. C., & Zappe, S. E. (2015, June), Exploring the Impact of Cognitive Preferences on

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, Purdue University; Avneet Hira, Purdue University, West Lafayette (College of Engineering); Morgan M. Hynes, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Pre-College Engineering Education Division

followingdirect quotations are appropriate representations of responses during the pre and post interviewprocess:Female A Pre: do stuff like science and make stuff together and put stuff together Post: is stuff where you make stuff so that people can useFemale B Pre: making cool things and being imaginative and creative and all that Post: isn’t just making stuff. It is how being with other people and working with otherpeople to reach your design and feedback and all thatThe female student responses above were used as examples as their responses were similar todescribing thing to understanding both thing and person orientation. In this context, bothfemales in the A&B samples were able to expand their interpretation of

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Pre-College Engineering Education Division

student schedules andcommitments may frequently change. This issue will be addressed in more detail in the conclusionsection of this paper.Figure 1. Acrobots robot and drivers at FRC regional competition match.The Acrobots b are an after school club hosted by a community group in a mid-sized Midwesterncity, which has participated in the FRC competition for a number of years. They are repeatwinners of the FIRST Chairman’s Award, considered the highest honor in the competition,which is awarded to the team that “best embodies the purpose and goals of FIRST” 36, and thusare an excellent example to study for insights into interest development. One of the hallmarks ofthe Acrobots team is their student driven approach. Mentors are strongly discouraged

Conference Session

K-12 & Pre-College Engineering Division: Research-to-Practice: Principles of K-12 Engineering Education and Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado - Boulder; Maia Lisa Vadeen, University of Colorado - Boulder; Janet Y. Tsai, University of Colorado - Boulder; Jacquelyn F. Sullivan Ph.D. , University of Colorado - Boulder; Denise W. Carlson, University of Colorado - Boulder

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Pre-College Engineering Education Division

think your engineering background influences the way you teach? ❏ Yes ❏ No26. If yes, please explain:27. What is the impact of engineers that become teachers? (Please give examples, if you have any.)Appendix B: CU Teach Engineering Focus Group Questions1. Why did you choose to pursue engineering and teaching? a. What are your goals and passions that inspire you to be a teacher and an engineer? b. Is it hard to study both engineering and teaching?2. What is the impact of engineers that become teachers? a. Describe

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rohit Dua, Missouri University of Science & Technology

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Pre-College Engineering Education Division

a good learning experience. They were, also,more likely to recommend the session to others. Many showed interest in learning more.  Binary-To-Decimal Conversion Emulator: In addition to the device being demonstratedat a number of events, in an informal setting, such as the Maker-Faire and Discover EngineeringDay, the emulator was demonstrated at an Electrical Engineering Laboratory event conducted forhigh school students in-order to expose them to the field of Electrical Engineering. Thirty-twostudents participated in the lab event. As part of the exit survey conducted, students were askedtheir views on three statements to assess the impact the B-to-D converter made on theirunderstanding of the underlying concept. Figure 5 depicts the

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

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Pre-College Engineering Education Division

, Title II, Part B) administered by the Wyoming Department of Education(MSP Grant #1601506MSPA2); and 2) NSF Noyce – called SWARMS - (NSF Grant# 1339853).ReferencesBasu, S., Dickes, A., Kinnebrew, J. S., Sengupta, P., & Biswas, G. (2013). CTSiM: A Computational Thinking Environment for Learning Science through Simulation and Modeling. In CSEDU (pp. 369-378).Berland, L. K., & Reiser, B. J. (2011). Classroom communities' adaptations of the practice of scientific argumentation. Science Education, 95(2), 191-216.Blikstein, P. (2011, February). Using learning analytics to assess students' behavior in open- ended programming tasks. In Proceedings of the 1st international conference on learning analytics and knowledge (pp. 110-116

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Osman Yasar, State University of New York, Brockport; Jose Maliekal, State University of New York, Brockport; Peter Veronesi, State University of New York, Brockport; Leigh J. Little, State University of New York, Brockport

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Pre-College Engineering Education Division

listed by Dunbar & Klahr10 and Giere.11 1. Problem solving 6a. Deductive Reasoning 2. Design and modeling 6b. Inductive Reasoning 3. Hypothesis testing 6. Reasoning à 6c. Abductive Reasoning 4. Concept formation 6d. Casual Reasoning 5. Conceptual change 6e. Analogical ReasoningThe processes involved in practices of engineers and scientists are actually similar and can beconsidered of having three spheres of activity, namely: a) investigation and empirical inquiry,b) construction of a model (e.g., a scientific concept/theory or an engineering design) usingreasoning, and creative thinking

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

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Diversity

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Pre-College Engineering Education Division

. Schirmer & H. Schelhowe (Eds.), Gender designs it: Construction and deconstruction of information society technology (pp. 175-188). Wiesbaden, Germany: VS Verlag für Sozialwissenschaften.5. Yoder, B. L. (2014). Engineering by the numbers. Retrieved from: https://www.asee.org/papers-and-publications/publications/14_11-47.pdf6. Trimmer, B. (2013). A journal of soft robotics: Why now? Soft Robotics, 1(1), 1-4. doi: 10.1089/soro.2013.00037. Polygerinos, P., Lyne, S., Wang, Z., Nicolini, L. F., Mosadegh, B., Whitesides, G. M., & Walsh, C. J. (2013). Towards a soft pneumatic glove for hand rehabilitation. Paper presented at the 2013 IEEE/RSJ International Conference on Intelligent Robots and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erica J. Marti, University of Nevada; Hasan Deniz, University of Nevada; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada

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Pre-College Engineering Education Division

using a Mastery approach. Eachassignment had three or four objectives (Appendix A). All work was marked as unsatisfactory,approaching mastery or mastery. Teachers were permitted to resubmit course products multipletimes or to extend the timeframe needed to complete the course products. After each submission,the instructor provided feedback along with the grade.Methods In our single-case pilot study, course products, NOE perceptions, and teacher reflectionswere assessed. All data were assessed by the first two authors (both engineers and educators)collaboratively and shared with other authors. When a disagreement occurred, authors referredback to the teacher responses and rubrics (Appendix B), discussed their reasoning, and reached

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

of the authorsand do not necessarily reflect the views of the National Science Foundation. We would also liketo acknowledge the contribution of the STEM+C research team at INSPIRE, Purdue University,Imagination Station as well as all the families who participated in this study.ReferencesBarr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: what is Involved and what is the role of the computer science education community? Acm Inroads, 2(1), 48-54.Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits: National Academies Press.Bennett, J., & Müller, U. (2010). The development of flexibility and abstraction in

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sarah E. Lopez, Utah State University; Wade H. Goodridge, Utah State University; Moe Tajvidi P.E., Utah State University; Kurt Henry Becker, Utah State University, Center for Engineering Education Research

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Diversity

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Pre-College Engineering Education Division

Science Teachers toDetermine Their Preparedness to Teach Engineering Design. All Graduate Theses andDissertations. Retrieved from http://digitalcommons.usu.edu/etd/3559Arnold, M. L., Newman, J. H., Gaddy, B. B., & Dean, C. B. (2005). A look at thecondition of rural education research: Setting a direction for future research. Journal ofresearch in Rural Education, 20(6), 1-25.Berry, A., & DeRosa, D. (2015), K-12 Teachers as Curriculum Designers in EngineeringProfessional Development Paper presented at 2015 ASEE Annual Conference &Exposition, Seattle, Washington. 10.18260/p.24387Bowen, B. (2014, June), K-12 Teacher Internships: Professional Development in theEngineering Design Process and STEM Learning Paper presented at 2014 ASEE

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

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Diversity

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Pre-College Engineering Education Division

followed a four-point protocol developed by the PI, based on formalmentorship “best practices”. This four-point protocol included (a) video representationthat is representative of a career in STEM, (b) field experience that offers the studentexposure to a STEM profession, (c) a design challenge to be solved using graphicssoftware, and (d) advising sessions where students are advised on college preparatory andother related topics (Denson & Hill, 2010). Telecommunication in the 21st Century To help provide structure and a framework for the eMentorship program a websitewas developed for student participants. The site was hosted on the university’s server andtemporary IDs were developed for student participants

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership; Michael D. Boatright, Western Carolina University

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Diversity

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Pre-College Engineering Education Division

. Conference proceedings of the American Society for Engineering Education, San Antonio, TX.[11] Hung, D., Lee, S.-S., & Kim, K. Y. T. (2012). Authenticity in learning for the twenty-first century: Bridging the formal and the informal. Education & Technology Research & Development, 60, 1071-1091.[12] Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95, 139-151.[13] Wilson-Lopez, A., Mejia, J. A., Hasbún, I., & Kasun, G. S. (2016). Latina/o adolescents’ funds of knowledge related to engineering. Journal of Engineering Education, 105, 278-311.[14] Lee, O. (2005). Science education with English

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Grubbs, Baltimore County Public Schools; Greg J. Strimel, West Virginia University

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Pre-College Engineering Education Division

processes and methods for connecting with effective pedagogical practices. In an effortto reach some degree of agreement regarding such a coding scheme, this paper presents ananalysis of multiple coding schemes purporting to describe K-12 students’ cognitive activityduring engineering design tasks. The purpose was to determine the: (a) focus and intent of eachscheme, (b) similarities and differences, and (c) from a cognitive science standpoint thoseconcepts not being addressed. Lastly, research findings using these coding schemes will bealigned with theories and philosophies of education. Design Cognition: K-12 Coding Schemes, Findings, and Future Directions As interest in design cognition has steadily grown throughout the past 40

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olivia Mambo Nche, Clemson University; Barbara Jeanne Ramirez, Clemson University; Sekou Remy, Clemson University

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Pre-College Engineering Education Division

’ motivation in elementary education. Learning Technologies, IEEE Transactions on, 7(4), 333-345.[3] Curto, B., & Moreno, V. (2013). A robot in the classroom. In Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality (pp. 295-296). ACM.[4] De Cristoforis, P., Pedre, S., Nitsche, M., Fischer, T., Pessacg, F., & Di Pietro, C. (2013). A Behavior- based approach for educational robotics activities. Education, IEEE Transactions on, 56(1), 61-66.[5] Ganesh, T. G. (2011). Design-based research: A framework for designing novel teaching and learning experiences in middle school engineering education. In IEEE Frontiers in Education Conference (FIE), (pp. T2F-1).[6] Schweingruber, H. A

Conference Session

Pre-College: Working with Teachers to Improve K-12 Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mary Ann Jacobs Ed.D., Manhattan College; Zahra Shahbazi, Manhattan College; Anthony Scotti, Manhattan College; Kathleen Christal Mancuso, Manhattan College; Alexandra Emma Lehnes, Manhattan College

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Pre-College Engineering Education Division

the lesson for theclassroom and the resources the school had.Results of the ChangeThough the evaluations and teacher comments offered insights to the success of the program,reviewing the quality of the teacher prepared lesson plans provided evidence as to the successand needed changes of the professional development program. The STAR Center used the samerubric from the previous professional development days to review the lessons. The rubric isAppendix B. The rubric included three components for evaluating the quality of the plan:completeness, clarity, and incorporation of engineering principles, and used a rating scale ofhighly effective, effective, developing, and ineffective. STAR reviewers determined that in orderfor the plan to be

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerry Dixon, Ohio State University; Deborah M. Grzybowski, Ohio State University; Jenny Vi Le, Ohio State University; Carlos E. Castro, Ohio State University; Madith Barton, Ohio State University; Olivia R. Richardson, Ohio State University

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Diversity

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Pre-College Engineering Education Division

the arts. Arts Education Policy Review. 96(5), 31-37.Clarke, D. & Hollingsworth, H. (2002) .Elaborating a model fo teacher professional growth. Teaching and Teacher Education. 18, 947-967.Darling-Hammond, L. & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan. 76, 597-604.Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.Goodwin, M. (1997). Children’s linguistic and social worlds. Anthropology Newsletter. 38(4), 1, 3-4. 16Hannover, B. & Kessels, U. (2002). Monoedukativer anfangsunterricht in physic in der gesamtschule. Auswirkungen

Conference Session

Pre-College: Fundamental Research in Engineering Education (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Debra Brockway, Educational Testing Service

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Pre-College Engineering Education Division

. Significantanticipated challenges have been described related to the prospect of teaching and assessing thisnew aspect of the science curriculum. Two of the primary challenges are that (a) few science andgeneral education teachers have the knowledge and skill to guide students in engaging in designactivities that integrate engineering and science and (b) assessments currently being used in theK-12 arena do not measure engineering design and cannot easily be adapted to do so. In thispaper, I describe research efforts to inform the development of assessments that engage studentsin a design process. The focus here is on the use of student engagement in a paper-based designactivity with the students’ design goal being to suggest improvements to a solar still such

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Programs & Professional Development for K-12 Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, Erebus Labs

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Pre-College Engineering Education Division

, and education. The theoretical framework for this study waspositivist in nature as quantitative data was the main source for the authors’ findings. Themethods used to gather the data included: A) Likert scale perceptions survey of CS andengineering, and B) pre/post questionnaire regarding CS foundations including engineering. Anexternal evaluator collected the quantitative data and the qualitative comments on the usefulnessof the activities for K-12 classrooms and suggestions for improvement. These qualitative K-12teacher responses are shared only as support of the quantitative data. The perceptions surveyswere analyzed using the mean and distribution of responses. The pre/post content questionnaireresults were computed using standard

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilla Arlina Nix, Drexel University ; Jared Andrew Ruddick, Girard Academic Music Program; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

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Engineering Physics & Physics, Pre-College Engineering Education Division

their academic classwork orcareer goals and personally in their life outside of school.AcknowledgementsThis work was supported by a fellowship from the National Science Foundation STEM GK-12program “Catalyzing STEM Education via the NAE Engineering Grand Challenges”, grant#DGE-0947936 through Drexel University.” We would like to thank all Drexel GK-12partnership schools, Teachers, Fellows and project co-investigators for your support andfeedback.References1. L. D. Clive, M. A. Alice, E. Ozgur, D. F. Daniel, and J. L. Larry, "Engineering Design Thinking, Teaching, and Learning," Journal of Engineering Education, vol. 94, p. 103, 20052. X. S. Apedoe, B. Reynolds, M. R. Ellefson, and C. D. Schunn, "Bringing Engineering Design into High

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lana Plumanns M.Sc., RWTH Aachen University; Sebastian Reuter P.E., RWTH Aachen University; Kristina Lena Lahl, RWTH Aachen University; Rene Vossen, RWTH Aachen University; Sabina Jeschke, RWTH Aachen University

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Diversity

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Pre-College Engineering Education Division

2015][2] Singh, B., Sellappan, N., & Kumaradhas, P. (2013). Evolution of Industrial Robots and theirApplications. International Journal of Emerging Technology and Advanced Engineering, 3 (5), 763-768.[3] Khanlari, A. (2013). Effects of Robotics on 21st Century Skills. European Scientific Journal, 9 (27), 26-36.[4] Moulton, B., & Johnson, D. (2010). Robotics education: a review of graduate profiles and researchpathways. World Transactions on Engineering and Technology Education,8 (1), 26-31.[5] Kircher, E., Girwidz, R., & Häußler, P. (2010). Schülerlabore: Lernen durch forschen und entwickeln.In Kircher, E., Girwidz, R., & Häußler, P. (ed.) Physikdidaktik, Springer Berlin Heidelberg, 799–818.[6] Hansen A

Conference Session

Pre-College: Teacher Impact on Student Mastery

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie Steimle, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Helen Meyer, University of Cincinnati

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Pre-College Engineering Education Division

), 114- 127. APPENDIX:Sample Pre and Post Assessment from Science Says Safer SportsLesson Title: Protecting fragile objects in sports Unit #: Lesson #: Activity #: Worksheet:Activity Title: Force and Motion Basics 3 1 1 aWorksheet Title: Pre-Test Part 1: CER There are many forces acting on this car. Two of them are shown. What is the net (resulting) force? 1. Which claim is correct? The net force is… a. 30 N to the right b. 30 N to the left c. 70 N to the right d. 70 N to the left 2. What evidence from the data supports your claim? a

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

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Diversity

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Pre-College Engineering Education Division

STEMlearning. In addition, the study seeks to assess effective strategies to increase STEM self-efficacywithin science (biology or physics) and engineering technology education (ETE) teachers, andadvance students’ learning of STEM content at schools in rural settings. In order to evaluate theeffectiveness of the TRAILS model, researchers developed and adopted various measures andinstruments. Data collection for the study includes utilizing the following: a) instrumentsmeasuring STEM lesson content knowledge (knowledge tests), b) attitudinal perceptions ofteachers and students (pre/posttest surveys and delayed posttest surveys), c) rubrics for assessing21st century skills in project based learning, d) classroom observations, and e) student

Conference Session

Pre-college: Summer Experiences for Students and Teachers (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sharnnia Artis, University of California, Irvine; Gregory N. Washington, University of California, Irvine

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Diversity

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Pre-College Engineering Education Division

to align with UCI’sselection criteria for freshmen admission. California resident must receive a 3.0 GPA or higher inacademic subject requirements, also called “A-G” requirements during grades 10 and 11. Theserequirements include: a) two years of history/social science; b) four years of English; c) threeyears of mathematics; d) two years of laboratory science; e) two years of a language other thanEnglish; f) one year of visual and performing arts; and g) one year of college preparatoryelectives. An unweighted GPA was also used to reduce the chance of overlooking applicantsfrom disadvantaged schools that may have limited honors and advanced placement (AP) courses.Recruitment: The program targets students from underrepresented groups in STEM

Conference Session

Pre-College: Engineering Undergraduates as Teachers

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Lisa Benson, Clemson University; Michelle Cook, Clemson University; Leigh Martin, Clemson University

Tagged Divisions

Pre-College Engineering Education Division

thegoals of the internship program were then invited for face-to-face interviews. During theinterviews, applicants were asked for their reasons for pursuing the internship, prior experiences,and interest in becoming a teacher. The number of applicants and selected students during eachof the cohort cycles (Cohorts 1-8) is found in Appendix B. A majority of the interns within thisprogram were engineering majors from a range of the engineering disciplines offered at ourinstitution. While the majority of applicants to this program and accepted interns to this programwere from majority ethnic/racial groups within STEM, the program had a high percentage offemale students (Appendix B, Table 4).Preparation of Cooperating Teachers and Selected InternsThe

Conference Session

K-12 & Pre-College Engineering Division: Sustainability and Interdisciplinary Practices in K-12 Engineering Education Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Diana Lynne Ibarra, ISF Academy

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Diversity

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Pre-College Engineering Education Division

disciplines.The current sustainability programs include: a) a whole school aerobic food waste composting system and organic farming, b)energy consumption monitoring of existing buildings, c) upcoming installation of an air pollution monitoring equipment thatwill correlate with the data collected by the Hong Kong government, d) a Center for Renewable Energy Education that willteach students about RE and also produce solar energy for classroom consumption, e) an underwater robotics program wherestudents are designing and building ROVs for marine debris collection, and f) a student lead environmental group thatmanages the paper and used cooking oil recycling on campus. The above listed programs integrate the fundamental scienceand math concepts with

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

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Diversity

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Pre-College Engineering Education Division

-9288.1029.5. Guan, J., et. al., (2009), Innovation Strategy and Performance during Economic Transition: Evidences in Beijing,China, Research Policy, 38: 802-812.6. Bagchi-Sen, S. (2001). Product Innovation and Competitive Advantage in an Area of industrial Decline: TheNiagra Region of Canada. Technovation, 21: 45-54.7. Van Horne, C., Frayret, J., Poulin, D. (2006). Creating Value with Innovation: From Centre Expertse to ForestProducts Industry, Forest Policy and Economics, 8: 751-761.8. Boyle, A., (2008). Engineering’s Greatest Challenge: Our survival. Available athttp://www.nbcnews.com/id/23175788/ns/technology_and_science-innovation/t/engineerings-greatest-challenge-our-survival/#.VnliDPkrJmM , accessed December 21, 2015.9. Obama, B. (2013

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

school” 6. Miaoulis19 argued thatinterest in engineering and science begins to drop off in middle school, therefore the curriculumneeds to be reinforced to help students succeed in real-world problems and maintain studentinterest and enrollment. To address even more nascent student beliefs, Engineering isElementary, a curriculum targeting students in middle school and even younger, has pointed toevidence that (a) people choosing careers in engineering and science gain interest as early aselementary school, (b) interest in science tends to decline after elementary school, and (c)engaging students with this material at an early age can help them consider engineering andscience as a future career, which would not have happened otherwise 20.If we

Conference Session

K-12 & Pre-College Engineering Division: Fundamental & Research-to-Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mandy Biggers, Penn State University; Leigh Ann Haefner, Penn State University; Jonathan Bell, Penn State University

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Diversity

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Pre-College Engineering Education Division

?
 a. What science content do they integrate into engineering units?
 b. What adaptations do they make to the engineering curricula?
 c. What factors influence teachers’ choices for making these adaptations? Methods This exploratory case study examined the ways in which teachers implementedan engineering curriculum in their classroom. The study occurred in a large, urbanschool district in the beginning stages of a STEM initiative with future plans to open amiddle-level STEAM Academy (STEM + Art). The initial step in this vision was theadoption and piloting of new science (Science and Technology Concepts [STC] and FullOption Science System [FOSS]) and engineering