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

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

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

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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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

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

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

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

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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

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

Kathleen A. Harper, The Ohio State University

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Pre-College Engineering Education Division

Paper ID #15123A Workshop to Aid High School Science Teachers in Developing EngineeringDesign Activities (Evaluation)Dr. Kathleen A. Harper, The Ohio State University Kathleen A. Harper is a senior lecturer in the Department of Engineering Education at The Ohio State University. She received her M. S. in physics and B. S. in electrical engineering and applied physics from Case Western Reserve University, and her Ph. D. in physics from The Ohio State University. She has been on the staff of Ohio State’s University Center for the Advancement of Teaching, in addition to teaching in both the physics department and college of

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

Arthur D. Kney, Lafayette College; Rebecca Arielle Citrin, Lafayette College; Pamela L.B. Clark, PLB Clark Consulting LLC

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Diversity

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Pre-College Engineering Education Division

-oriented learning” (p. 111). This transitional period inbrain development, and ability to process and connect information, provides a beneficialplatform for exploring the STEM disciplines through hands-on, experiential activities.Intended learner outcomes evolved based on the literature reviews, input from education experts,and several iterations of the informal educational camps. The revised learner outcomes measurethe extent to which students: a) Increase cognizance and attitudes towards a global perspective of the environment and sustainability; b) Could identify personal behavior changes to live more sustainably; and, c) Could identify how society could change present behaviors to help maintain the planet’s limited

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University; Catherine E. Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

Physics in 2010 and M.S. in Science and Technology Studies in 2011, both from Rensselaer Polytechnic Institute. After that, he taught high school Physics in Newark NJ. He is currently a Ph.D student at NYU in Science Education, working on multiple projects which focus on urban science education. Colin’s interested in studying urban science education around issues of equity, learning in and out of school, teacher preparation and students from multiple lenses.Dr. 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

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

Anthony Steven Brill, New York University; Colin Hennessy Elliott, New York University; Jennifer B. Listman, New York University ; Catherine E Milne, New York University; Vikram Kapila, New York University

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Pre-College Engineering Education Division

University Colin received his B.S. in Physics in 2010 and M.S. in Science and Technology Studies in 2011, both from Rensselaer Polytechnic Institute. After that, he taught high school Physics in Newark NJ. He is currently a Ph.D student at NYU in Science Education, working on multiple projects which focus on urban science education. Colin’s interested in studying urban science education around issues of equity, learning in and out of school, teacher preparation and students from multiple lenses.Dr. 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

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Manuela Restrepo Parra, The Perry Initiative

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Pre-College Engineering Education Division

analyzed. The most significant influence of the BMEC curriculum was its informativenature. Students overwhelmingly reported increased awareness of biomedicalengineering. We also saw a significant increase in the number of students that wantedto pursue careers in biomedical engineering. These findings demonstrate that informingstudents about engineering fields is an important first step in increasing the number ofstudents that pursue these fields. Results from Pilot implementation of BMEC, 13ReferencesBerland, L. K. (2011). Designing for STEM integration. Journal of Pre-College Engineering Education Research (J-PEER), 3(1), 23-31.Berland, L. K., Martin, T. H., Ko, P., Peacock, S. B., Rudolph, J. J

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

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Diversity

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Pre-College Engineering Education Division

groups of classes that worked together to complete the projects:(a) School 1 (Anatomy & physiology; engineering and technology; geometry); (b) School 2(engineering and technology; geometry; general physics); (c) School 3 (biology; statistics;engineering and technology); and (d) School 4 (calculus; general and AP physics; engineeringand technology). The total number of participating students across the four schools was 373. Ofthe overall sample, 73 participants were missing data at either pretest or posttest and were thusexcluded from the analytic sample. The final analytic sample for this study consisted of highschool students in the 9th (20%), 10th (39%), 11th (19%), and 12th (22%) grades. The sample wasnearly evenly split by gender (54

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

James F. Nowak Jr., Rensselaer Polytechnic Institute; Tyler Parker Graf, Rensselaer Polytechnic Institute; Lucas M. Dvorozniak, Rensselaer Polytechnic Institute; Tyler Sterling Brown, Rensselaer Polytechnic Institute; Elizabeth S. Herkenham, Rensselaer Polytechnic Institute; Johnson Samuel, Rensselaer Polytechnic Institute

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Pre-College Engineering Education Division

tooth material, the dentist uses a ceramic paste to fill the area in which the toothmaterial was removed. The paste is cured and solidifies to complete the treatment process.3. LegoTM –based Desktop FactoryTo create the LegoTM-baseddesktop factory analog of thedental carie removal process, twoexisting LegoTM machinetools[10,11] were implemented sideby side (schematic shown in Fig.1 (b)) with the studentsperforming the operations on afloral foam workpiece.Additional modifications,including a custom builtgraphical user interface, andelectronic controls, were made toallow for remote operation of thedesktop factory. The detailsassociated with each of themachine tool components used inthe LegoTM desktop

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Alexander Bascou, University of Pittsburgh; Muhsin Menekse, Purdue University

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Diversity

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Pre-College Engineering Education Division

theoretical frames andsubsequent results exemplified and conformed to each theme. Whereas similar syntheses, such asthat performed by Benitti (2012), mainly considered the mundane functionality of roboticplatforms (i.e. what subjects/topics were taught; was robotics an instrument or the educationalfocal point; are robotics truly effective educational tools; etc.), the current review has proffered amore conceptual approach in our attempt to summarize the 119 studies. In short, the purpose of conducting our review was to: a) organize the studiesinvestigating K-12 robotics implementation under various themes in order to present a fluent andcomprehensible picture of the current state of research; b) present a synthesis of empiricalevidence

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

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Pre-College Engineering Education Division

current cohort’s pre- and post-programanalysis. The second data analysis measured the effects of the program on the current cohort ofteachers by administering a pre-program survey, which was the end of year survey previouslymentioned, and a post-program survey. The post-program survey questions are attached inAppendix B. The pre-program survey captured data related to the teachers’ current classroompractices in regards to the use of the EDP and STEM learning techniques. The post-programsurvey, given to the current cohort of teachers, captured data on how the externship programaffected their perception and intended frequency of use of these concepts in the classroom duringthe upcoming school year. To analyze the data collected from the surveys, a

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Avneet Hira, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

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Pre-College Engineering Education Division

limited to: Does yourproject speak of your interests? What were the most challenging/hard parts of this project?What made you come up with this idea? What were you attempting to solve? If you could goback and change something, what would it be? The narratives were then collected as theyevaluated their provisional selves via self-reflection.Findings and DiscussionBelow are excerpts from the student narratives collected that provide evidence of selfreflection pertaining to the profile of a design thinker2 and dimensions of the InformedDesign Teaching and Learning Matrix13.EmpathyOn their design serving their own interests well:Student A: “But for the most part you have to leave them out because you can’t be biased asto what the kids want.”Student B

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Corey A. Mathis, Purdue University, West Lafayette; Emilie A. Siverling, Purdue University, West Lafayette; Aran W. Glancy, University of Minnesota, Twin Cities; 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

prototype, Ally wrote “We improved cost,” whileColleen said they “improved the most on saving money because we used less materials.” Inaddition, in an assessment, students were asked to evaluate and make recommendations to aclient based on a given set of data of which only two students presented answers that includedelements of EBR that went beyond a claim. Becky’s response was “B, it got the most DNApercent.” To the same question, Colleen’s response was “I would recommend her to use ProtocolB because they got the most DNA out of the blood sample. Protocol B had 0.5% more than theothers.” This suggests that students may use EBR to explain their reasoning for answers theyprovide, though many need to be developed further.ConclusionThis case provides