Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chelsea Monty, University of Akron; Alvaro A. Rodriguez, University of Akron; Zach Griffith

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Pre-College Engineering Education Division

increasing interest in corrosion engineering, or engineering in general. Once the curriculumhas been implemented in more classrooms, detailed information can be obtained regardingstudent interest and likelihood of students to further study corrosion engineering at the collegelevel. It is our hope that widespread implementation of the CEC will help fix the “rusty”pipeline associate with corrosion education.ReferencesAndrews, E., Bufford, A., Banks, D., Curry, A., & Curry, M. (2014). STEM Modules:Developing Innovative Approaches to Enhance Student Learning. In Proceedings of the 2014ASEE Gulf-Southwest Conference (pp. 1–8). American Society for Engineering Education.Barrett, B., Moran, A., & Woods, J. (2014). Meteorology meets engineering: an

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon G. Morton, Drexel University; Jeff Gregorio, Drexel University; David S. Rosen, Drexel University ; Richard Vallett, Drexel University; Youngmoo Kim, Drexel University, ExCITe Center

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Pre-College Engineering Education Division

waves. Students are also introduced to the harmonics of a frequency,which are frequencies that are integer multiples of the fundamental frequency of a wave. Thisactivity concludes with students participating in a group activity, where each student is asked touse their individual iPads to generate a sine wave with a frequency of a harmonic they areassigned (i.e., Student A generates a 100 Hz tone, Student B generates a 200 Hz tone, etc.) in anattempt to prove that their individual contributions contribute to the resulting more complex tonegenerated from all of their iPads.Speaker BuildingSpeaker Building is an introductory activity that tasks students with building their own speakerusing household materials. During a short introduction, an

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

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Pre-College Engineering Education Division

; Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.Capobianco, B.M., French, B.F., & Diefes-Dux, H. A. (2012). Engineering identity development among pre-adolescent learners. Journal of Engineering Education, 101(4), 698-716.Capobianco, B. M., Yu, J.H., & French, B. F. (2015). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade. Research in Science Education, 45(2), 275-292.Diefes-Dux, H.A. (2015). Introducing engineering in elementary education: A 5-year study of teachers and students. British Journal

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pam Page Carpenter; Adam Stevens, North Carolina State University; Erik Schettig, Wake County Public School System; Landon K. Mackey, North Carolina State University; Catherine M. McEntee, North Carolina State University

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Diversity

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Pre-College Engineering Education Division

Paper ID #18171Addressing one of the Engineering Challenges in Pre-College Programs: Mod-ernizing the Electric GridDr. Pam Page Carpenter, Pam Page Carpenter, Ed.D. is Director of Education programs for the National Science Foundation Fu- ture Renewable Electric Energy Delivery and Management (FREEDM) Systems Center headquartered at NC State University. She has developed and led K-20 programs in renewable energy and alternative transportation with a focus on and science, technology, engineering, and mathematics (STEM). She is an adjunct associate professor in the Technology, Engineering, and Design department at NC State

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

Paper ID #15194Gender-Specific Effects of a Summer Research Program on STEM ResearchSelf-EfficacyDr. Jennifer B. Listman, New York University Dr. Jennifer Listman is the Assistant Director, Program Development and Evaluation, Center for K12 STEM Education, New York University Polytechnic School of Engineering. As the Center’s resident re- search scientist, she conducts and publishes assessments and outcomes evaluations of Center programs for stewardship, research, and development purposes. Dr. Listman received her B.A. in Biology from the University of Pennsylvania in 1991 and her PhD in Anthropological Genetics from New

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah A. Lange, Carnegie Mellon University; Donna M, Beck, Carnegie Mellon University; Judith R. Hallinen, Carnegie Mellon University; Susan Finger, Carnegie Mellon University; Annette M. Jacobson, Carnegie Mellon University; Alicia Angemeer, Carnegie Mellon University; G. Lynn Berard, Carnegie Mellon University

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Pre-College Engineering Education Division

specific lesson plans inAppendices A, B and C)) is scalable both in terms of the target age group as well as the timeavailable for the event. The Activity Overview for the Ramp Racer is presented above in Table1. The age groups are defined as Grades 4-6 (Aware), Grades 7-9 (Assess) and Grades 10-12(Analyze) the activity time durations are estimated to be 10 minutes (Engage), 30 minutes(Explain) and 60 minutes (Evaluate.) Data collection and graphing are also elements of theexercise, especially in the ‘Evaluate’ phase of the optional levels of immersion in the topicmatter. Appendix D provides the student worksheet for data collection.There is a ‘general’ portion of the lesson plan that includes: abstract, key words, the ActivityOverview, a

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luke D. Conlin, Stanford University; Doris B. Chin, Stanford University

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Diversity

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Engineering Physics & Physics, Pre-College Engineering Education Division

Paper ID #17283Can Tinkering Prepare Students to Learn Physics Concepts?Luke D. Conlin, Stanford University Dr. Conlin is a postdoctoral scholar in the Graduate School of Education at Stanford University. His work focuses on the learning of engineering and science in formal and informal environments.Doris B. Chin, Stanford University Dr. Chin is a Senior Research Scholar with the Graduate School of Education at Stanford University. c American Society for Engineering Education, 2016 Can Tinkering Prepare Students to Learn Physics Concepts? “Tinkering is the essential art of composing and

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

Heath Tims, Louisiana Tech University; Kelly B. Crittenden, Louisiana Tech University

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Diversity

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Pre-College Engineering Education Division

Paper ID #16192STEM-Discovery – An Integrated Approach to DESIGNDr. Heath Tims, Louisiana Tech UniversityDr. Kelly B. Crittenden, Louisiana Tech University Dr Kelly Crittenden is a member of Louisiana Tech University’s Integrated STEM Education Center (ISERC), and the Harrelson Family Professor of engineering. He earned his PhD and BS in BioMedical Engineering in 2001, and 1996 respectively. Dr Crittenden’s interests lie in K-12 outreach, developing project-driven curricula, and product design. c American Society for Engineering Education, 2016 STEM-Discovery – An Integrated Approach to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University; Vikram Kapila, New York University

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Diversity

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Pre-College Engineering Education Division

. Sungur, S. and Tekkaya, C. 2006. “Effects of problem-based learning and traditional instruction on self- regulated learning.” J. Education Research 99: 307-320.17. Next Generation Science Standards (NGSS): For States, By States. 2013. Washington, DC: The National Academies Press. Online: http://www.nextgenscience.org/.18. Common Core Standards for Mathematics. Common Core Standards Initiative. (2010). Online: http://www.corestandards.org/assets/CCSSI Math%20Standards.pdf.19. Petre, M. and Price, B. 2004. “Using robotics to motivate ‘back door’ learning.” Education and Information Technologies 9(2): 147-158.20. Benitti, F.B.V. 2012. “Exploring the educational potential of robotics in schools: A systematic review

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elena Nicolescu Veety, North Carolina State University; Jesse S. Jur, North Carolina State University; Hannah Kimrey Elliott; James Edward Lamberth III, William G. Enloe Magnet High School

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Diversity

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Pre-College Engineering Education Division

Paper ID #19278Teaching Engineering Design Through a Wearable Device Design Competi-tion (Evaluation)Dr. Elena Nicolescu Veety, North Carolina State University Elena Veety received the Ph.D. degree in electrical engineering from North Carolina State University, Raleigh, NC, in 2011. Her research focused on liquid crystal polarization gratings for tunable optical filters and telecommunications applications. Since 2011, she has been a Teaching Assistant Professor of Electrical and Computer Engineering at North Carolina State University. Currently, she is the Education Director for the NSF Nanosystems Engineering Research

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

Skot Wiedmann, University of Illinois, Urbana-Champaign

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Diversity

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Pre-College Engineering Education Division

Conference, Seattle, Washington. https://peer.asee.org/7513[2] Head, L. M. (2011, June), Signals, Systems, and Music: General Education for an IntegratedCurriculum Paper presented at 2011 Annual Conference & Exposition, Vancouver, BC.https://peer.asee.org/18807[3] Shepard, T., & Carlin, B. W. (2014, June), A First-Year Soldering and Analog Music to LightModulator Electronics Lab Project Paper presented at 2014 ASEE Annual Conference,Indianapolis, Indiana. https://peer.asee.org/19940[4] Rhudy, M., & Rossmann, T. (2015, June), Musical Analogies as a Teaching Tool forEngineering Concepts Paper presented at 2015 ASEE Annual Conference and Exposition,Seattle, Washington. 10.18260/p.24517[5] Park, W. (1998, June), Electronic Music Techniques

Conference Session

K-12 & Pre-College Engineering Division: Use of Technology and Tools for K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Siddika Selcen Guzey, Purdue University, West Lafayette; Tamara J. Moore, Purdue University, West Lafayette

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Diversity

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Pre-College Engineering Education Division

Unit (CurriculumExchange) TargetGradeLevel:5-8 EngrTEAMSEngineering to Transform the Education of Analysis, Measurement, & Science Colony A – Aerial Photograph 10meters Colony A – Site Map Area inside lines is nesting site 10meters N Colony B – Aerial Photograph EngrTEAMS Project is funded by the National Science Foundation under grant NSF DUE-1238140 Saving Pelicans: A STEM Integration Unit

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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Diversity

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Pre-College Engineering Education Division

. Microscopy techniques in this session include oilimmersion, slide preparations, and a simple staining technique for bacteria. (a) Biology session. (b) Chemistry session. . Figure 3: Photos taken in Science sessions. . .Subject: ChemistryTopic: The Chemistry of CosmeticsCosmetics are an excellent example of how discoveries in chemistry are part of our day-to-daylives. In fact, just reading the composition of any common cosmetic can become a chemistryclass: water, emulsifiers, preservatives, thickeners, pH stabilizers, dyes and fragrances, combinedin different ratios, for different purposes. The manufacturing of skin, nail and

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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Diversity

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Pre-College Engineering Education Division

- Experiences of Creating a Productive Heterogeneous Environment in Cyber SecurityResearch. In: 2015 ASEE Annual Conference and Exposition Proceedings. ASEE Conferences; p.26.437.1–26.437.10. http://peer.asee.org/237764. Frost and Sullivan. Agents of Change: Women in the Information Security Profession. Mountain View;2015. https://www.isc2cares.org/uploadedFiles/wwwisc2caresorg/Content/Women-in-the-Information-Security-Profession-GISWS-Subreport.pdf5. Dampier D a, Kelly K, Carr K. Increasing Participation of Women in Cyber Security. In: 2012 ASEESoutheast Section Conference. San Antonio, Tx: ASEE; 2012.6. Single-Sex Versus Coeducational Schooling: A Systematic Review. 2005.7. Fuller A, Turbin J, Johnson B. Computer Club for Girls: The problem with

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey

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Diversity

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Pre-College Engineering Education Division

thinking as a result of participating in a variety of learning experiences. She also holds a joint appointment in the College of Engineering at Notre Dame and teaches in the First-year engineering program. Prior to joining the faculty at the Center for STEM Education, Svarovsky worked as a Senior Evaluation and Research associate at the Science Museum of Minnesota. She earned a BS in Chemical Engineering from Notre Dame and a PhD in Educational Psychology from the University of Wisconsin.Dr. Marjorie B. Bequette, Science Museum of Minnesota Marjorie Bequette is Director of Lifelong Learning at Science Museum of Minnesota.Lauren Causey c American Society for Engineering Education, 2016

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, Tufts University; Kristen B. Wendell, Tufts University; Jessica Watkins, Tufts University

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Pre-College Engineering Education Division

Paper ID #15530Dimensions of Experienced Responsive Teaching in EngineeringDr. Aaron W. Johnson, Tufts University Aaron W. Johnson is a postdoctoral research associate at the Tufts University Center for Engineering Education and Outreach. He received his Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology in 2014, where his research focused on human-automation interaction in complex aerospace vehicles. Aaron also obtained a master’s degree from MIT in 2010 and a bachelor’s degree from the University of Michigan in 2008, both in aerospace engineering.Kristen B. Wendell, Tufts University

Conference Session

Pre-College: Techniques and Programs for Promoting Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell Ph.D., Tufts University; Chelsea Joy Andrews, Tufts Center for Engineering Education and Outreach

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Diversity

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Pre-College Engineering Education Division

Paper ID #19872Elementary Student Engagement with Digital Engineering Notebook Cards(Fundamental)Kristen B. Wendell Ph.D., Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a recipient of

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

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Diversity

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Pre-College Engineering Education Division

approximation in the population. TheRMSEA value for the final model is .069 which indicates an acceptable range (Browne &Cudeck, 1993; MacCallum, Browne, & Sugawara, 1996). This value suggests that the fit of themodel is in a satisfactory level. Another very useful fit index is to use the AIC statistics (Akaike, 1973; 1987). The AICdetermines the hypothesized and final models’ thriftiness and fitting. As it is shown in Table 3AIC, the ACI value of default model (773.220) is higher than saturated model (506.000) whichindicates that the saturated model is a better fitting model than default model, and furtherstatistical results and standardized hypothesized model output are given in Appendix B and C,respectively.Table 3Direct and indirect

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

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Diversity

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Pre-College Engineering Education Division, Women in Engineering

%20DR%20TAI%20- %20brochure.pdf (2012).13. PLTW video, Girls in Engineering: How one School is Solving the Problem, https://www.pltw.org/our- programs/experience-pltw/girls-engineering (2012).14. PLTW article, Bertram Visits Schools, Speaks of Urgency in Alaska, https://www.pltw.org/news/items/201410- bertram-visits-schools-speaks-urgency-alaska (2014).15. Cahill, J., Bridging the Engineering Gender Gap, Globe Newswire http://globenewswire.com/news- release/2012/02/23/468807/246867/en/Bridging-the-Engineering-Gender-Gap.html (February, 2012).16. Hughes, R., Nzekwe, B., Molyneaux, K., The Single Sex Debate for Girls in Science: a Comparison Between Two Informal Science Programs on Middle School Students' STEM

Conference Session

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

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Diversity

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Pre-College Engineering Education Division

solutions.Instructor Performance Indicators At the end of each topic lesson, students were required to evaluate the instructors on theirteaching, course material, and behavior in class (Appendix B). Students evaluated instructors on14 items using a Likert scale between 1 and 5, with 1 being the poorest assessment of a particularitem and 5 being the best, and their results were compiled in a spreadsheet. Summary statisticswere calculated and tabulated as shown in Table 3 for each engineering discipline evaluated. Theaverage results range from 69.2% to 95.4%. Of the six instructors, two obtained average ratingsof above 90%, three received ratings between 80% and 90%, and one received a rating of below70%. Comments that accompanied some of these higher

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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Pre-College Engineering Education Division

session In the camp, the girls had the great opportunity to meet two female presidents who are blazinga path for women in their fields, – Carolyn Long, President of WVU Tech and the new WVUcampus in Beckley, and Millie Marshall, President of Toyota Motor Manufacturing WestVirginia. In two separate sessions, these pioneer women shared their experiences anddemonstrate the many opportunities for women in the workplace.Figure 3: In “Meet the President Session” the participants are with (a) WVU Tech president Ms. Long and (b) Toyota Motor Manufacturing West Virginia president Ms. Marshallb) Academy speaker series The STEM Summer camp for Girls invited female speakers from STEM to meet with studentsand share their stories from the

Conference Session

K-12 & Pre-College Engineering Division: Addressing the NGSS: Supporting K12 Teachers in Engineering Pedagogy, Engineering Science, Careers, and Technical Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael E. Edley, Drexel University; Stephanie Owens, Science Leadership Academy; Jessica S. Ward, Drexel University; Adam K. Fontecchio, Drexel University

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Pre-College Engineering Education Division

1b.Figure 1. (a) Hydrocolloid visualization immediately upon being mixed into solution. (b)Hydrocolloid particles after being hydrated. The tightly bound particles unwind and thicken thesolution.9The molecular structure of Xanthan gum, Figure 2, was shown to the class before the explanationof how it works as a thickener. Students up to this point had only minimal experience withchemical structures, but they had learned about chemical symbols and the periodic table. A classdiscussion was held asking students to list what they recognized based on the chemical structure.The students were able to identify oxygen, hydrogen, bonds, and the negative charge. Hydrogenbonding was discussed as a primary reason for the hydrophilic nature of the xanthan

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, Iowa State University; Tamara J. Moore, Purdue University, West Lafayette; Elizabeth Gajdzik, Purdue University, West Lafayette; M. Terri Sanger, Purdue University; Anastasia Marie Rynearson, Purdue University, West Lafayette; Brianna L Dorie, Purdue University, West Lafayette; Emma Mann

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Pre-College Engineering Education Division

 test,  wax   Test  the strength  of   Relate  p atterns  to   Test baskets  with  wet   paper  s amples  and   and  water  test dry/wet  p aper  with  rocks weaving, create  a   and  d ry  rocks  and   Activities sort  u sing  those   basket  p lan,  b uild  a   communicate   properties modelLesson  Summaries• Lesson  1 – After  being  introduced  to  the  engineering

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

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Pre-College Engineering Education Division

., gender, age)? External Comparison Whether the study compared PLTW to non-PLTW participants If so, what? What were the comparative variables used (e.g., math ability)? PLTW Support Whether the results supported Project Lead the Way Curriculum5. ResultsIn total, we collected, retained, and analyzed 31 articles pertaining to PLTW. Appendix A showsan overview of these articles. In this section, we explore (a) the year of publication, (b) the statesincluded, (c) the participants investigated, (d) the research foci, (e) the research methods utilized,and (f) the sample sizes within and across the studies. Next, this section explores each article asgrouped according to three variations: (a) studies that included an internal or

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

units published by 3 different publishing companies. To address theresearch questions, assessment tasks were coded based on the Task Analysis Guide in Science(TAGS) framework, and on the engineering process of design (POD) and engineering andtechnology literacy. Theoretical BackgroundTask Analysis Guide in Science (TAGS) Task Analysis Guide in Science (TAGS)​3​ is a framework for analyzing the level oflearning for assessment tasks developed as part of science learning. Simply put, a task or an itemin the assessment can be characterized into different levels of learning by using this framework.On the vertical dimension, it has three categories (a) ​scientific practice​, (b) ​science content​, and(c

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meltem Alemdar, Georgia Institute of Technology; Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Jeremy Lingle, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Jeffrey H. Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

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Diversity

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Pre-College Engineering Education Division

state and nextsteps. In A. Johri & B. M. Olds (Eds.) Handbook of Engineering Education Research (pp. 497-518). New York, NY: Cambridge University Press.Merriam, S. B. (1998). Qualitative research and case study applications in education. SanFrancisco: Jossey-BassNGSS Lead States (2013). Next Generation Science Standards: For States, By States.Washington, DC: The National Academies Press.Tafoya, J., Nguyen, Q., Skokan, C., & Moskal, B. (2005). K-12 Outreach in an EngineeringIntensive University. In Proceedings of the American Society for Engineering Education AnnualConference & Exposition (ASEE).The National Research Council (2012). A framework for K-12 science education: Practices,crosscutting concepts, and core ideas. Washington

Conference Session

K-12 & Pre-College Engineering Division: Student-Centered Activities and Maker Spaces in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

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Pre-College Engineering Education Division

solve problems of their own. One young maker spoke of their facilitatorsaying, My pre-engineering teacher kick started my middle school making experience. What he was really good at was instead of being those known parents in our competitions that will be the ones to build the robot and not even let their kids touch it, Mr. B was one of the teachers that would basically just sit back and he want you to discover the rules, and discover what you can and can not do yourself.The idea of leaving the child to explore the bounds of a problem themselves allows them to get abetter understanding of real life engineering lessons. It also instills in the child a knowledge ofhow to approach new topics, creating lifelong

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

John E. Post P.E., Embry-Riddle Aeronautical University, Prescott

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Pre-College Engineering Education Division

Saratoga Springs, NY.6. Weston, V., Bonhivert, A., Elia, A. Hsu-Kim, H., and Ybarra, G., “Work in Progress: ASTEM Education Outreach Day for Young Females,” Proceedings of the 38th ASEE/IEEE FIEConference, October, 2008 at Saratoga Springs, NY.7. Stapleton, W. Asiabanpour, B., Stern H., Gourgey, H., “A Novel Engineering Outreach toHigh School Education,” Proceedings of the 39th ASEE/IEEE FIE Conference, October, 2009 atSan Antonio, TX.8. Yilmax, M., Ren, J., Custer, S., and Coleman, J., “Hands-on Summer Camp to Attract K-12Students to Engineering Fields.” IEEE Trans. on Education, Vol. 53, No.1, February 2010.9. Gieskes, K., Brennan, D., Cavagnetto, A., Gal, S., Jones, W., McGrann, R., and O’Brien, T.,“Work in Progress-Introducing Engineering to

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lelli Van Den Einde, University of California, San Diego; Heidi A. Tremayne, Earthquake Engineering Research Institute; Thalia Anagnos, San Jose State University; James Mallard, UC San Diego

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Pre-College Engineering Education Division

minimize the weight of their BMS by thinking critically about where it isnecessary to use more or less adhesive.Dynamic behavior predictions and shaking table testing follow the construction of each team’sBMS. Students calculate the mass and stiffness to determine the natural frequency of their BMS.The mass is recorded using a scale, and the stiffness is calculated using the empirical Equation 1. + / 5 = Stiffness = K = + 325 + 900[unitsare ] (Eq. 1) ,,- 01 16 >where, B = total length of added braces (in); G = total number of gusset plates; S = total

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Susan Haag

Tagged Divisions

Pre-College Engineering Education Division

, findings indicate FIRST® participants use techniques andmodern tools and apply principles, procedures and methodologies. Thus, FIRST® facilitatesimportant learning experiences both inside and outside the classroom.Table 1: Team Leader View: FIRST® impacts student interest, skills and abilities N=450 X σX a. Team members’ interest in/awareness of how math or science used in real world 3.36 .67 b. Team members’ interest in computers and technology 3.64 .51 c. Team members’ interest in jobs or careers in science/ technology 3.55 .69 d. Team members’ interest in succeeding in school