Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emilie A Siverling, Purdue University, West Lafayette (College of Engineering); Elizabeth Suazo-Flores, Purdue University; Corey A Mathis, California State University, Bakersfield; Tamara J Moore, Purdue University, West Lafayette (College of Engineering); Siddika Selcen Guzey, Purdue University, West Lafayette (College of Engineering); Kyle Stephen Whipple, University of Minnesota

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Pre-College Engineering Education Division

mainpremise of the TAP theoretical framework is that the validity of an argument depends on itslogical structure, and the process for constructing these arguments is argumentation23. The TAPmodel is a general model that can be applied to many disciplines, including philosophy, law, andmathematics, among others. Per Toulmin’s definition, a rational argument contains some, thoughnot necessarily all, of six main elements: claim, data, warrant, backing, modal qualifiers, andrebuttals (See Figure 1). More complex arguments will include more elements. For the purposesof this research, we chose to define an instance of EBR using a limited version of Toulmin’s sixelements in order to explore a greater variety of EBR. This simpler version of “instance of EBR

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michele Miller, Campbell University; Nina Mahmoudian, Michigan Technological University; Saeedeh Ziaeefard, Michigan Technological University; Mo Rastgaar, Michigan Tech; Micah R. Koller, Michigan Technological University

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and High School Students in Summer Robotics Program (Fundamental Research)IntroductionRobotics provides an opportunity to engage more students in STEM. Veltman, et al. [1] andChubin, et al. [2] observe that robotics is particularly effective in attracting male student interest.Many current robotics programs are mission-based. That is, students build robots that are strongor fast to carry out a mission in competition with other robots. Several researchers have shownthat female students are often less motivated by competitive, mission based approaches [3-5]. Inour own rural area, females are less likely (1 girl:10 boys) to participate in robotics programs,which mirrors national trends [6]. Female students are more likely to be

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jill Marshall, University of Texas, Austin; Ara Winter, University of New Mexico, Department of Biology; Yang Liu, University of New Mexico, Department of Organization, Information, and Learning Sciences

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. She was selected as a National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Jill Marshall, University of Texas, Austin Jill A. Marshall is an associate professor of STEM Education. She studies how people come to understand and engineer the physical world and how teachers can facilitate that process, as well as equity issues in STEM

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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exposure in STEMactivities through their high school tenure [1-4]. While successful for approximately 7% ofstudents who entered 9th grade in 2001, this system has filtered out 93% of the population,including many students who might have had interest and potential to pursue STEM careers [3].Importantly, this pernicious systemic problem impacts students of color (African American,Hispanic American, American Indian and Alaska Native students) disproportionately. Forexample, in 2010 studentsof color represented 31.3%of the nation’s population[5], but earned 17.8% of theengineering and sciencedegrees [6]. Lookingforward we see that by2020, almost half of thenation’s k-12 schoolpopulation will berepresented by students of Figure 1. In 2001, more

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberlyn Gray, West Virginia University Inst. of Tech.; Stephany Coffman-Wolph, West Virginia University Inst. of Tech.

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Pre-College Engineering Education Division

seeking career advice from both faculty and undergraduatestudents.This summer program attracts many high school students from rural areas who have limited, ifany, exposure to STEM careers and strives to introduce students to STEM disciplines and careersthrough classes and guest speakers from industry. The main goals of this program are to (1)introduce students to a wide variety of STEM fields, (2) increase student’s engineering andscience knowledge, and (3) help students learn what fields they are interested in pursuing (ornot). During the summer of 2016, students were surveyed both pre- and post-camp experienceon their attitudes towards the STEM fields and their knowledge of the types of careers availableto engineers and scientists. At the end

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michelle L. Pantoya, Texas Tech University; Zenaida Aguirre-Munoz, Texas Tech University

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Tech University. She is currently Associate Director of the STEM Center for Outreach Research and Education and serves as Assistant Director for the Center for Leadership in Education. Her research includes STEM education, the assess- ment and instruction of culturally and linguistically diverse students, bilingual/ESL teacher education; and academic literacy development. c American Society for Engineering Education, 2017 1  Inquiry, Talk, and Text: Promising Tools that Bridge STEM Learning for Young English Language Learners (Fundamental

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

makedecisions regarding classroom instruction on a more individualized basis. The assessment willcomprise multiple components in different virtual environments as shown in Figure 1.  Defining the problem   Create virtual prototype   Developing possible   Test and evaluate  Introduction to  solutions (Redesign)  prototype  the problem   Selecting the most   Redesign, test, and  Online delivery  promising solution evaluate  with teacher  Virtual collaborative  Interactive

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Tamara J. Moore, Purdue University, West Lafayette (College of Engineering); Hillary E. Merzdorf, Purdue University; Tingxuan Li, Purdue University; Amanda C. Johnston, Purdue University, West Lafayette (College of Engineering)

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Pre-College Engineering Education Division

classroom.Furthermore, while much NGSS reform has focused on pedagogy and curriculum, there has beenless resources readily available for assessments aligned to NGSS. One place teachers and schoolscan look for example assessments are in the integrated STEM curricula units commerciallyavailable. By examining current STEM assessments with two frameworks, this study aims toanswer the following research questions: (1) What aspects of engineering are being assessed incommon engineering or integrated STEM curricular units? (2) What level of cognitive demand isbeing referenced by these assessments? (3) What level of cognitive demand is assessed for eachaspect of engineering design? Using a purposeful sampling strategy, the authors reviewed nineengineering curricula

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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2015. Asanother tremendous improvement compared with 2015, 25% of the participants are AfricanAmerican students in 2016. During the academy, the participating female students learnedabout fundamental knowledge of science and engineering, were exposed to cutting-edgetechnologies, and conducted multiple mini-projects. The photo in Figure 1 was taken at theacademy with all the academy participants. Figure 1: Participants of the STEM Summer Academy for Girls held in July 2016.As last year, we embraced femininity while using hands-on activities to explore STEM. Somecontents of the 2016 STEM Summer Academy was particularly tailored for girl participants.For example, the participating girls applied biomechanics of the human foot to design

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bin (brenda) Zhou P.E., Central Connecticut State University; Sharon P Okoye, Connecticut Department of Transportation; Nancy Bryant, CT Department of Transportation

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P Okoye, Connecticut Department of Transportation Sharon Okoye is a senior engineer with professional experience in transit asset plan management, federal- aid program development and implementation, major corridor feasibility studies and roadway intersection design. Sharon is also Director of Connecticut’s Transportation and Civil Engineering (TRAC) program, and is currently working with state universities and the Department’s Office of Equal Opportunity & Di- versity to provide a 1-week summer program to introduce underrepresented high school students to college level transportation courses, as well as transportation careers, through the FHWA’s National Transporta- tion Summer Institute grant program

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

practices and crosscutting concepts todeepen understanding of content as well as cognitive processes that permeate the fields ofboth science and engineering. These recommended practices are listed below.27 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating informationClearly, one of the principals of science and engineering education is to cultivate

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

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program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College Chicago

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Paper ID #17782Scientists for Tomorrow - A Self-Sustained Initiative to Promote STEM inOut-of-School Time Frameworks in Under-served Community-Based Orga-nizations: Evaluation and Lessons LearnedMr. Marcelo Caplan, Columbia College Chicago Marcelo Caplan - Associate Professor, Department of Science and Mathematics, Columbia College Chicago. In addition to my teaching responsibilities, I am involved in the outreach programs and activities of the department. I am the coordinator of three outreach programs 1) the NSF-ISE project ”Scientists for To- morrow” which goal is to promote Science Technology Engineering and Mathematics (STEM

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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national conferences and is in the works to publish academic articles. He has also served on various educational committees and is currently working on a PhD in Literacy Education and Leadership. His life-long educational goal is to get students reading and interacting with a book to gain deeper levels of understanding about the text, their world, and themselves. c American Society for Engineering Education, 2017 1 Native Spanish-Speaking Adolescents’ Information Gathering Processes While Solving Problems through Engineering (Fundamental)In order to produce viable engineering designs

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A. Ralston, University of Louisville

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Pre-College Engineering Education Division

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Kenan Hatipoglu, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology

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collegestudents, female professors, and female professionals (invited as guest speakers). They also metMs. Carolyn Long (President of WVU Tech), Ms. Robin Anglin-Sizemore (Science Coordinatorof Office of Secondary Learning, West Virginia Department of Education), and Ms. MillieMarshall (President of Toyota Motor Manufacturing West Virginia Inc., primary sponsor of thecamp), who shared their personal stories about how females excel in STEM fields with theparticipants. The participating female high school students stayed on university campus duringthe Summer STEM Camp. Figure 1: Participants of the Summer STEM Camp held in June 2015.Relevant work U.S. Census Bureau’s 2011 American Community Survey1 indicates that females aresignificantly

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

research designed to examine the cognitive processes of K-12 students while engagedin an engineering design task. Table 1 provides a summary of coding scheme elements identifiedthrough an examination of those studies. A significant difference between these coding schemesis found in the focus and intent of what is expected to be captured. General Engineering Design Process. Two of the coding schemes (Welch & Lim, 2000;Wilson, Smith, & Householder, 2013) adopt what is referred to in this study as a generalengineering design process (GEDP) model to document the amount of time students performeach of the steps. Though both coding schemes were identified by their authors as beinggrounded in research related to engineering design, both

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

Noah Salzman, Boise State University; Sin Ming Loo, Boise State University

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addressingthe following research questions: 1) How does the combination of programming and electronics exercises and design activities affect student engagement when learning programming concepts? 2) How does learning about the relationship between programming and electronics influence students’ understanding of commonly encountered technologies like smartphones and computers?MethodThe outreach activities described in this paper took place in the Spring of 2015 at South MiddleSchool, an economically and racially diverse school serving the residents of Boise, Idaho. Theactivities were carried out in two 8th grade and one 9th grade technology classes. We worked withthe school’s Technology and Engineering teacher to integrate the

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael T. Frye, University of the Incarnate Word; Sreerenjini C. Nair, University of the Incarnate Word; Angela Meyer, Rawlinson MS

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number of females enrolled in theUIW Engineering Program is less than 5%. The same trend follows in several other STEMprograms offered by the neighboring educational institutions in southwest Texas. There has beennumerous studies in education that emphasize the importance of teaching and learning science inmiddle school classes.1 By having an early exposure to the fundamental aspects of science at theelementary or middle school levels, the students and their parents can make an informed decisionabout pursuing a university education in STEM.2,3 The authors’ discussions with various fundingagencies and many professionals in K-12 STEM education point to the fact that there needs to bemore emphasis given to the students and their parents regarding

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

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

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ofeach step in the Engineering Design Process used in the engineering courses developed. The EDPdeveloped and used for this work is shown in Figure 1, below. As there is not one universallyaccepted EDP, there is also not one universally accepted approach for each of the steps in theEDP. For example, ‘ideation’ is generally understood to be a step about brainstorming differentpossible design concepts, but there are many different ideation and brainstorming strategiesadvocated by various members of the design community. It was necessary to provide scaffoldingfor students to provide clear evidence of their design process while still being authentic andflexible. The EDP log is not a replacement of a full engineering or design notebook; rather, it

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cariana Cornel, Brigham Young University; Caralea M. Cornel, Brigham Young University; Dale C. Rowe, Brigham Young University; Samuel Moses, Brigham Young University

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the cybersecurity discipline. A longerterm objective is to increase female enrollment in higher-education cybersecurity majorsalthough for now, this is beyond the scope of this paper.The Information Technology (IT) industry demand for skilled cybersecurity analysts isincreasing. The “employment of information security analysts is projected to grow 37 percentfrom 2012 to 2022, much faster than the average for all occupations”1. Today, “women representjust 10 percent of the cybersecurity workforce”. 2 In the same article, David Shearer, CEO of theInternational Information Systems Security Certification Consortium (ISC2) stated: “Theinformation security field is expected to see a deficit of 1.5 million professionals by 2020 if wedon’t take

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 1)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison Haugh Nowariak, University of St. Thomas; Olivia Lang, University of St. Thomas ; AnnMarie Polsenberg Thomas, University of St. Thomas; Debra Monson, University of St. Thomas; Deborah Besser P.E., University of St. Thomas

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years, the University of St. Thomas School of Engineering has offered STEPScamps which stand for Science, Technology, and Engineering Preview Summer camp 1 2 3. Thissummer camp is aimed at introducing middle school students from various backgrounds to basicaspects of engineering with hands-on, engaging materials and methods. At the 2015 STEPScamp, participants were a mix of rising 7th-grade male and female students who expressed aninterest in learning science and/or engineering concepts on their application form. At each of thefive 13-hour camp sessions offered, 20 students worked in two small groups learning aboutcircuits and vector drawings, this was followed by a trip to the University of St. Thomasengineering labs. The camp educators and

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

Jonathan D. Hertel, Museum of Science; Christine M. Cunningham, Museum of Science; Gregory John Kelly, Pennsylvania State University; Cathy P. Lachapelle, Museum of Science

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Pre-College Engineering Education Division

role of the student notebooks in the engineeringdesign activities. In this study we pose two questions: • In what ways do notebooks structure engineering design activities? • What roles do the engineering notebooks play in helping student engage in engineering practices?Educational intervention and study contextData for this analysis were collected as part of a large-scale efficacy study of the Engineering isElementary curriculum. Engineering is Elementary (EiE) is an elementary engineeringcurriculum that fosters engineering literacy in students in grades 1-5. Each of the twenty EiEunits engages students in a particular field of engineering that is related to a science topic theyare already learning about in school, ultimately

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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classrooms (e.g. "I feel confident being able to answer most of my student'sengineering focused questions in a science class.") Participants responded on a 7-pointLikert scale for 6 questions, and a 5-point Likert scale for the remaining 3 questions.Both scales ranged from “Disagree a great deal” to “Agree a great deal”, which wascoded numerically as 1 through 7 respectively. Since the responses on the 5-point scalewere embedded in the 7-point scale, the same numerical coding was used.The second set of questions (9 questions) asked participants to rate aspects ofprofessional development that they felt would benefit their ability to teach engineeringconcepts. This included aspects like “Training on the engineering design process” and“Content

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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students: Teachers 1. How confident are science and technology teachers in teaching an integrated STEM lessons and design activities? a. Does their confidence increase with TRAILS professional development? 2. What challenges do science and technology teacher identify when planning integrated STEM activities in rural school settings? Students 3. To what degree do students demonstrate learning of STEM content knowledge embedded within TRAILS lessons? 4. To what degree do students use 21st century skills when engaged in TRAILS lessons? 5. Does students’ confidence in learning STEM subjects increase after engaging in TRAILS lessons? 6. Does students’ interest in STEM careers change

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; LaDawn Partlow, Morgan State University

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, organization, and delivery of several web based Electrical Engineering courses offered at Morgan State University. Her technical expertise includes, web-based learning, online course development, information management, systems integration, and 3-D simulation and modeling. c American Society for Engineering Education, 2017 Impact of a Year-Round Out-of-School Making Program on Minority Middle School Boys (Work in Progress)IntroductionAfrican-Americans, Hispanics, and women are underrepresented in science, technology,engineering and mathematics (STEM) disciplines. As shown in Table 1, for the African-Africanpopulation, which is the focus of this paper, males are 5.6% of the

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Murad Musa Mahmoud, Utah State University; Kurt Henry Becker, Utah State University; Max L. Longhurst, Utah State University

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science teachers toparticipate in the project. Because of the intense nature of the activities by participants and thementorship required of program instructors (faculty, graduate students, and undergraduatestudent mentors), the participant pool is limited to 75 (60 students, 15 teachers), with a targetstudent to teacher ratio of 4:1.The summer program provides participants with direct, hands-on research experiences with topicareas of relevance to many minority populations, i.e., the environment, water quality, and urbanwater sustainability. These topic areas encompass several of the Grand Challenges identified byNational Academy of Engineering. Students and teachers learn about water and nutrient cycles,and urban impacts to water quality

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Matthew Mueller, Tufts University; David Alsdorf, Tufts University

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Pre-College Engineering Education Division

digital fabrication machines and maker spaces in schools can be used to teach pre-college students engineering.Mr. David Alsdorf, Tufts University c American Society for Engineering Education, 2017 MakerGames:   A  Board   Game   to   Help   Facilitators   Maximize   the   Educational  Potential   of   Project   Based   Learning   (Works   in   Progress)  I.   Introduction Teachers   are   looking   for   new   ways   to   bring   engineering   into   their   classes   as   they   adapt   their curriculum   to   include   new   content   from   the   next   generation   science   standards [1]   and   the   less tangible   “21st   century   skills” [2] .   Tufts   University   Center   for   Engineering

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anna Danielle Newley, Sonoran Schools; Erdogan Kaya, University of Nevada; Ezgi Yesilyurt, University of Nevada; Hasan Deniz, University of Nevada

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)minorities in STEM. Authors used the DAET to examine fifth grade minority studentsengineering perceptions after the EiE unit, Making Work Easier, was accomplished by thestudents. The following research questions guided our study: (a) To what extent are fifth grademinority students’ perceptions of engineering changed after a unit of EiE curriculum? (b) Howdoes gender influence fifth grade students’ perceptions of engineering?MethodsParticipants in this study are enrolled in a Title 1, 100% free and reduced lunch, K-12 publiccharter school in the southwestern United States. This school is the most diverse in its districtwith students representing more than 15 different countries and languages. The 26 students inthis research sample consists of 13

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Brett Doudican, University of Dayton; Ahsan Mian; Raghavan Srinivasan, Wright State University

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-college engineering education. It isdesigned to promote workforce development in science, technology, engineering, andmathematics (STEM) by intentional and purposeful engagement of grade K-12 educators in bothformal and informal learning environments as a means to increase reach and promote pre-collegeengineering education with a diverse number of students who in return are instilled with themindset to enroll, persist and graduate college with degrees in fields of science and engineering.The three specific goals or research topics for the RET programming are (1) to equip teacherswith the ability to transfer applied engineering research activities to their classrooms and developand disseminate new curriculum associated with these activities, (2