Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nidaa Makki, The University of Akron; Katrina B Halasa Halasa; Donald P. Visco Jr., The University of Akron; Edward A. Evans, The University of Akron; Kristin L. K. Koskey, Binghamton University State University of New York

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Paper ID #49033Developing and Evaluating a High School Summer Research Program in anUrban District Through a University-School Partnership (Evaluation)Nidaa Makki, The University of Akron Dr. Nidaa Makki is a Professor in the LeBron James Family Foundation School of Education at The University of Akron. Her work focuses on STEM curriculum integration and teacher professional development.Dr. Katrina B Halasa Halasa Science and Health Learning Specialist k-12 since July 2006 for Akron Public Schools. She is in charge of professional development, curriculum and assessment development. She taught biology, chemistry, human anatomy

Conference Session

Duff's Dynamic Duo: Harnessing the Power of Teamwork for STEM Excellence!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cristina Diordieva, Nanyang Technological University; Adeel Khalid, Kennesaw State University; Sohini Gupta, Wheeler High School; Ibrahim H. Yeter, Nanyang Technological University

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.Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2020). Gender inequality in academia: Problems and solutions for women faculty in STEM. Journal of Neuroscience Research, 99(1), 13–23. https://doi.org/10.1002/jnr.24631Cech, E., Rubineau, B., Silbey, S., & Seron, C. (2011). Professional role confidence and gendered persistence in engineering. American sociological review, 76(5), 641-666.Chang, H. (2008). Chapter 3: Autoethnography as method. Walnut Creek.Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority

Conference Session

Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andri Christodoulidou, University of Connecticut; Stephany Santos, University of Connecticut

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, and that they are specific to our college’s program content andgoals. Yet, the results of the present study can be informative to the assessment and value ofsimilar programs to student success in college.ReferencesArof, K. Z. M., Ismail, S., & Saleh, A. L. (2018). Contractor’s performance appraisal system inthe Malaysian construction industry: Current practice, perception andunderstanding. International Journal of Engineering & Technology, 7(3.9), 46–51.Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017). Building better bridges intoSTEM: A synthesis of 25 years of literature on STEM summer Bridge programs. CBE—LifeSciences Education, 16(1), es3.Baker, R. W., & Siryk, B. (1984). Measuring adjustment to college

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natasha Wilkerson, Texas A&M University

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Pre-College Engineering Education Division (PCEE)

modeling that accounted fordemographics, achievement scores, academic characteristics, and parent background, researcherscompared eighth-graders who expected to pursue science with those not interested. The modelshowed a statistically significant difference between groups with eighth-grades reporting scienceinterest to be 3.4 times more likely to earn a physical science or engineering degree (b = 1.23, SE= 0.24, p<0.001). These results highlight that early interest in science appears to be a statisticallysignificant predictor for persistence in a STEM pathway.A follow-up investigation in 2010 involved 116 scientists and science graduate students toexplore childhood experiences that may have impacted their persistence in STEM [8]. A majorityof

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 4: Engaging Authentic Engineering Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine M Cunningham, Pennsylvania State University; Gregory John Kelly, Pennsylvania State University; Ashwin Krishnan Mohan, Pennsylvania State University

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means to be an engineer. International Journal of Engineering, Social Justice, and Peace, 2(1), 10–20.Bang, M., Warren, B., Rosebery, A. S., & Medin, D. (2012). Desettling expectations in science education. Human Development, 55(5-6), 302–318.Barak, M., Ginzburg, T., & Erduran, S. (2022). Nature of Engineering. Science & Education. https://doi.org/10.1007/s11191-022-00402-7Basile, V., & Azevedo, F. S. (2022). Ideology in the mirror: A loving (self) critique of our equity and social justice efforts in STEM education. Science Education, 106(5), 1084–1096. https://doi.org/10.1002/sce.21731Bazzul, J., & Tolbert, S. (2019). Love, politics and science education on a damaged planet

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 11: Summer Camps and more!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Moses Ling P.E., Pennsylvania State University; Maureen Kelliher; Jonathan Michael Broyles, Pennsylvania State University; Ryan L. Solnosky P.E., Pennsylvania State University; Heui Young Park; Lily X. Li, Pennsylvania State University; Baraa J. Alkhatatbeh; Lorine Awuor Ouma

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impact of these early design decisions on buildings’environmental performance and link it to the sun movement and sun path diagram. Students were alsoencouraged to use SketchUp and Sefaira to evaluate the performance of their group project and make designdecisions. However, time dedicated to group projects was barely enough to apply what they learned duringthe summer camp on a foam board physical model. Students showed more interest in creating a physicalmodel rather than creating a digital one.a) A simple house model in SketchUp, b) Daylight simulation for a north-oriented (left) and south-oriented windows (right) of a simple house model in New York, US. Figure 1: Sample student

Conference Session

Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bin (Brenda) Zhou, Central Connecticut State University

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and R. A. Bachnak, “Promoting Engineering Education Among High School and Middle School Students,” Journal of STEM Education, Vol. 13, No. 1, pp. 15-21, 2012.4. Z. Constan and J. J. Spicer, “Maximizing Future Potential in Physics and STEM: Evaluating a Summer Program through a Partnership between Science Outreach and Education Research,” Journal of Higher Education Outreach and Engagement, Vol. 19, No. 2, 117-138, 2015.5. J. A. Kitchen, G. Sonnert, and P. M. Sadler, “The Impact of College- and University-run High School Summer Programs on Students’ End of High School STEM Career Aspirations,” Science Education, Vol. 102, No. 3, pp. 529-547, 2018.6. B. Zhou, “Effectiveness of a Pre-College STEM Outreach Program,” Journal of Higher

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 1: Partnerships Making It Real!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Anne E. Shea, Northeastern University; Christiane Amstutz

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. 56–63, 2001.[16] M. Maguire, “Methods to support human-centred design,” Int. J. Hum.-Comput. Stud., vol. 55, no. 4, pp. 587–634, Oct. 2001, doi: 10.1006/ijhc.2001.0503.[17] L. Damodaran, “User involvement in the systems design process-a practical guide for users,” Behav. Inf. Technol., vol. 15, no. 6, pp. 363–377, Jan. 1996, doi: 10.1080/014492996120049.[18] P. H. ; B. Clayton, “Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational,” Mich. J. Community Serv. Learn., vol. 16, no. 2, Spring 2010, [Online]. Available: http://hdl.handle.net/2027/spo.3239521.0016.201[19] W. R. Penuel, “Co-design as Infrastructuring with Attention to Power: Building

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Lara Hebert, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Luisa-Maria Rosu, University of Illinois Urbana-Champaign

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knowledge: Theorizing practices in households, communities, and classrooms. Routledge. 14. Brown, M., Thompson, J., & Pollock, M. (2017). Ensuring Equity in Problem Based Learning. NAPE. Gap, PA. 15. Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107-121. 16. Tatto, M. T. (Ed.). (2024). Empowering Teachers for Equitable and Sustainable Education: Action Research, Teacher Agency, and Online Community. Taylor & Francis. 17. Williams, B. (2016). INCREASING ACCESS, EQUITY AND DIVERSITY: NAPE’s Program Improvement Process for Equity. Techniques Magazine by ACTEOnline. https://www.acteonline.org/wp-content/uploads/2018/05/Techniques

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University and A&M College; Adam T. Melvin, Louisiana State University and A&M College

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engineers do. These questions were crafted as the authors had previously observed thatmiddle school students abandoned the idea of becoming an engineer either because of lack ofself-confidence in succeeding as an engineer or lack of understanding of what engineers do (e.g.,more than build bridges, make cars, and work at chemical plants). The survey began with a set ofLikert-type statements to determine students’ interest and self-efficacy in engineering with thechoices: yes, a lot; yes, a little bit; not sure; probably not; and no way (see Appendix B). Thenext question was open-ended and directed students to list as many types of engineering as theycould. The last question consisted of a list of 14 things and instructed students to answer

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

L. Clara Mabour, Tufts Center for Engineering Education and Outreach; Greses Perez P.E., Tufts University; Kristen B Wendell, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach; Chelsea Joy Andrews, Tufts University

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and hydraulic studies.Dr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Education at Tufts University. Her research efforts at the Center for Engineering Education and Outreach focus on supporting discourse and design practices among engineering learners from all backgrounds and at all levels.Ms. Fatima Rahman, Tufts Center for Engineering Education and Outreach STEM Education graduate student at Tufts UniversityDr. Chelsea Joy Andrews, Tufts University Chelsea Andrews is a Research Assistant Professor at Tufts University, at the Center for Engineering Education and Outreach (CEEO). ©American Society for Engineering Education, 2025

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 14:Robotics and Careers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tala Katbeh, Texas A&M University at Qatar; G. Benjamin Cieslinski, Texas A&M University at Qatar; Hassan Bazzi

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essential step in preparingstudents for international robotics competitions in multicultural teams. By considering thediversity of the students and incorporating a mix of theoretical and practical components, educatorscan help students to develop the knowledge, skills, and confidence they need to succeed. (a) Team member building the (b) Team members building the robot shooter robot lifter (c) Team members building the robot base and intake mechanism (d) Team member working on team shirt and logo design Figure 2 (a-d): Sub-teams formation based on students' skills3.3 Phase Three: Robot TestingAs

Conference Session

Flanders' Fellowship: Building STEM Community Impact, Hi-Diddly-Ho!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; TABE AKO ABANE, Purdue University

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were implemented in your state?AcknowledgmentThe work presented in this manuscript is based upon work supported by the National ScienceFoundation DRL #1721054. Any opinions, findings, and conclusions or recommendationsexpressed in this paper, however, are those of the authors and do not necessarily reflect the viewsof the National Science Foundation.References[1] G. Pahl, W. Beitz, J. Feldhusen, and J. H. Grote, “Engineering design: A systematic approach,” 2007.[2] National Academy of Engineering, Grand Challenges for Engineering. 2009. [Online]. Available: http://www.engineeringchallenges.org/[3] B. V. Koen, Discussion of the method: conducting the engineer’s approach to problem solving. New

Conference Session

Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Alejandro Gonzalez, Rensselaer Polytechnic Institute; Brandon Costelloe-Kuehn, Rensselaer Polytechnic Institute, Department of Science and Technology Studies; Emily Liu, Rensselaer Polytechnic Institute; James Olson, Rensselaer Polytechnic Institute

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studentsused the prescribed sequence below:1. Build a cube using BBs a. Students are asked to build a specified cube structure using solid materials (BBs) that lack an adhesive property or binding agent, within a given time constraint. b. The immediate learning outcome from this activity is that BBs, which will later be identified as a proxy for neutrons, lack sufficient force properties to create nuclear structures alone.2. Build a cube using bar magnets a. Students are asked to build a specified cube structure using bar magnets, as shown in Figure 3, within a given time constraint. The assignment is possible, but difficult, and a spectrum of student outcomes is to be expected. b

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Roger Ramirez, Rice University; Christina Anlynette Alston, Rice University; Carolyn Nichol, Rice University

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, R. B. King, C-S. Chai, & M.Y. Jiang, “Promoting Secondary Students’ Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Educaiton. Front. Psychol. Vol. 13. [Online]. Available: doi: 10.3389/fpsyg.2022.903252. [Accessed Feb. 10, 2023].[13] J. R. Chittum, B. D. Jones, S. Alkalin, & A. B. Scharam, “The effects of an after-school STEM program on students’ motivation and engagement.” International Journal of STEM Education, vol. 4, no. 1, pp. 11, 2017. [Online]. Available: doi:10.1186/s40594- 017-0065-4. [Accessed Dec. 14, 2022].[14] M. Ainley & J. Ainley, “Student engagement with science in early adolescence: The contribution

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Cathy P. Lachapelle, STEM Education Insights; Kenneth Reid, University of Indianapolis; Vedika Vinayak; Katie McKeown, Engineering for US All (e4usa™)

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Sciences andBusiness (INJOSS), vol. 3, no. 2, pp. 299–309, 2024.[8] S. Barab, "Design-based research: A methodological toolkit for engineering change," in TheCambridge Handbook of the Learning Sciences, 2nd ed., pp. 151–170, 2014.[9] S. Grover, V. Cateté, T. Barnes, M. Hill, A. Ledeczi, and B. Broll, "First principles todesign for online, synchronous high school CS teacher training and curriculum co-design,"in Proc. 20th Koli Calling Int. Conf. Computing Education Research, Nov. 2020, pp. 1–5.[10] Hjalmarson, M. A., & Parsons, A. W., (2021). Conjectures, Cycles and Contexts: ASystematic Review of Design-based Research in Engineering Education. Studies in EngineeringEducation, 1(2), pp. 142–155.[11] E. A. Davis, A. S. Palincsar, A. M. Arias, A

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marcelo Caplan, Columbia College

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and skills necessary to build a prototype solution, which includes a) EnergyConservation, b) Renewable and Non-Renewable Energy, c) Solar Energy, d) Fundamentals of Electricity,e) Fundamentals of Photovoltaic Cells, and f) Battery Energy Density; and then implement theconstruction of a micro-grid, based on what they have learned and explored during the implementationof the program.The fact of the existence of the need to have access to reliable electrical Energy in rural populations,together with the experiences published in the literature, shows the feasibility of this type ofintervention. The literature shows that the highest success rate of this type of project occurs incommunities where its members are involved in developing and

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer L. Taylor, University of Colorado Boulder; Nick A. Stites, University of Colorado Boulder; Jennifer Ramos-Chavez, University of Texas at El Paso

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listedNotes. 1) Statistically significant results are indicated with the Mann-Whitney U test’s p-value and theAUROC effect size (ES); 2) trends that were not statistically significant after Bonferroni adjustment areindicated with an arrow in the direction of the post-survey distribution shift relative to the pre-survey.Teachers’ FeedbackThe survey results from all professional development indicating teacher responses of “stronglyagree”or “agree” across five questions asked show: a) 86% said the PD was valuable to theirSTEM teaching, b) 98% said the PD increased their interest to incorporate EV topics in theirSTEM curriculum, c) 91% said the PD increased their confidence in teaching EV topics, d)93% said the PD increased their interest to incorporate

Conference Session

Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Paula Moore; Stacey Sexton; Deborah Boisvert; Sabah Bhatnagar; Nicole Jessica Rees, Massachusetts Department of Elementary and Secondary Education; Shaileen Crawford, CSforMA

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, insights, and experiences. We also extend our appreciation to the ExpandingComputing Education Pathways (ECEP) Alliance community for their ongoing collaboration,support, and commitment to broadening participation in computing.References:[1] E. van Laar, A. J. A. M. van Deursen, J. A. G. M. van Dijk, and J. de Haan, “The relation between 21st-century skills and digital skills: A systematic literature review,” Computers in Human Behavior, vol. 72, pp. 577–588, July 2017, doi: 10.1016/j.chb.2017.03.010.[2] N. Khan, A. Sarwar, T. B. Chen, and S. Khan, “Connecting digital literacy in higher education to the 21st century workforce,” Knowledge Management & E-Learning, vol. 14, no.1, pp. 46–61, Mar. 2022, doi: 10.34105

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Uma Balaji, Fairfield University; Elif Kongar, University of New Haven

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spring. Our partnership with community center brought the totalnumber of participants to over 200 students. Table 1 indicates the number of participatingstudents in each group of 7th and 8th grades and students in the after-school program and theirmeeting patterns. Two teachers who teach the students in these grades from the schoolparticipated in the project. As evident from Table 2, 91% of the student served belong tounderrepresented minority.Table 1: Number of students served, their grades and meeting patterns Cesar Batalla School Number of Students and grade Number, duration of meeting Group A 22 students (8th grade) 2, one-hour meeting Group B 20 students (8th grade) 2

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 13: Attitudes & Prespectives of Teachers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adrienne Decker, University at Buffalo, The State University of New York; Monica McGill, CSEdResearch.org

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study of the local labs of the research and practice collaboratory. executive summary. research+ practice partnerships. Inverness Research, 2018. [8] William R Penuel, Anna-Ruth Allen, Cynthia E Coburn, and Caitlin Farrell. Conceptualizing research–practice partnerships as joint work at boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1-2): 182–197, 2015. [9] National Center for Education Statistics. Estimated total and school-age resident populations, by state: Selected years, 1970 through 2020, 2022.[10] Adrienne Decker, Mark Allen Weiss, Brett A Becker, John P Dougherty, Stephen H Edwards, Joanna Goode, Amy J Ko, Monica M McGill, Briana B Morrison, Manuel P´erez-Qui˜nones, et al. Piecing

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 7: Partnerships Making It Real! II

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts Lowell; Adam St. Jean, University of Massachusetts Lowell

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stem education and research: a guide by and for federal agencies: A report by the interagency working group on inclusion in STEM federal coordination in STEM education,” 2021. Accessed: Feb. 09, 2023. [Online]. Available: https://www.whitehouse.gov/wp-content/uploads/2021/09/091621-Best-Practices-for- Diversity-Inclusion-in-STEM.pdf[5] P. J. Allen et al., “From quality to outcomes: a national study of afterschool STEM programming,” Int J STEM Educ, vol. 6, no. 1, 2019, doi: 10.1186/s40594-019-0191-2.[6] E. Mallett Moore, A. Hock, B. Bevan, and K. H. Taylor, “Measuring STEM learning in after-school summer programs: Review of the literature,” Journal of Youth Development, vol. 17, no. 2, pp. 75–105

Conference Session

Building Community and Inclusion in Pre-College Engineering Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Miiri Kotche, University of Illinois Chicago

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education, vol. 25, no. 7, pp. 785-806, 2014, doi: 10.1007/s10972-014-9400-5.[21] R. J. Miranda and J. B. Damico, "Science Teachers' Beliefs about the Influence of their Summer Research Experiences on their Pedagogical Practices," Journal of science teacher education, vol. 24, no. 8, pp. 1241-1261, 2013, doi: 10.1007/s10972-012-9331-y.[22] "Biomedical Engineering Experience for Science Teachers | University of Illinois Chicago." https://bestbme.lab.uic.edu/ (accessed January 14, 2025).[23] J. W. Creswell and J. D. Creswell, Research design : qualitative, quantitative, and mixed methods approaches, Sixth edition. Thousand Oaks, California: SAGE Publications, Inc., 2023.[24] H. N. Boone and D. A. Boone

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Lee Kouo, The Johns Hopkins University; Jeanette Chipps, The Johns Hopkins University; Rachel Figard, Arizona State University

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integrated with the 12th grade science course. The high school program isdivided into two tracks: a.) High School Diploma Track and b) Career Readiness Certificate Track. Thestudents in the Diploma Track are working towards earning a High School Diploma. The CareerReadiness Track consists of students aged 14-21 who are working toward earning a High SchoolCertificate of Program Completion. There are three students enrolled in 12th-grade science. Consideringtheir primary disabilities, two of the students have autism while one student has multiple disabilities.Additional information about the students is presented in Table 1.Table 1. Learners’ Profile Student Age High School Track Profile Ava 18 Diploma Track

Conference Session

Integrating Environmental Justice and Sustainability in K-12 Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohamed Khalafalla, Florida A&M University - Florida State University; Tejal Mulay, Florida A&M University - Florida State University; Doreen Kobelo Regalado, Florida A&M University - Florida State University; Kyle Spence, University of North Carolina at Charlotte; Behnam Shadravan, Florida A&M University

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Statistics," National Science Foundation2019, Available: https://ncses.nsf.gov/pubs/nsf19304/digest/field-of-degree- minorities.[5] A. H. Ikevuje, J. M. Kwakye, D. E. Ekechukwu, and O. Benjamin, "Energy justice: Ensuring equitable access to clean energy in underprivileged communities," 2023.[6] A. Rhodes, A. Wilson, and T. Rozell, "Value of case-based learning within STEM courses: is it the method or is it the student?," CBE—Life Sciences Education, vol. 19, no. 3, p. ar44, 2020.[7] X. Kong, K. P. Dabney, and R. H. Tai, "The association between science summer camps and career interest in science and engineering," International Journal of Science Education, Part B, vol. 4, no. 1, pp. 54-65, 2014.[8

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones Ph.D., North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh; Steven Miller

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engineering design process to small batch manufacturing. Day A Day B Day C Day DSchedule (5 hours) (5 hours) (5 hours) (5 hours) NC State University Tinkercad 9 Presentations of Intros/Goals Boolean Operations, 930

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Syeda Fizza Ali, Texas A&M University; Ayaan Sunil Rege, The Hill School; Susanna Angela Ponniah, The Hill School; Hoda Ehsan, The Hill School ; Saira Anwar, Texas A&M University

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the AI Era: A Framework for Preparing Students in an AI-Driven World," Data Metadata, 2025, doi: 10.56294/dm2025530.[3] J. Magrill and B. Magrill, "Preparing Educators and Students at Higher Education Institutions for an AI-Driven World," Teaching and Learning Inquiry, 2024, doi: 10.20343/teachlearninqu.12.16.[4] O. o. E. T. U.S. Department of Education, "Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations," Washington, DC, 2023.[5] A. Merod and K-12 Dive (2024, Oct. 25). Education Department releases highly anticipated AI toolkit for schools. [Online]. Available: https://www.k12dive.com/news/education-department-ai-guidance-school-leaders/731038/[6] O. Falebita

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliot Benjamin Roe, Georgia Institute of Technology; Duncan Johnson, Tufts Center for Engineering Education and Outreach; Ethan E Danahy, Tufts University

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environment.How Patch Addresses Transition ChallengesIn addressing the key transition challenges identified above, Patch implements specific designchoices. To address readability and command recognition, Patch uses direct semantic mappingsbetween Scratch blocks and corresponding Python functions, preserving Scratch’s intuitivenaming conventions while introducing proper Python syntax. To support command discovery, asshown in Figure 2 (a), we created a command palette displaying all available Patch functions. 1 Available at: https://codepatch.org (a) The pop-up command palette menu that allows (b) Multi-thread Patch program where Thread 0 would students to scroll through the available commands still run despite the compilation error in

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Nhu Tran, University of British Columbia; Jessica Wolf, University of British Columbia; Shouka Farrokh, University of British Columbia; Katherine Lyon, University of British Columbia; Robyn Newell, University of British Columbia; Jenna Felice Usprech, University of British Columbia; Karen C. Cheung, University of British Columbia; Agnes Germaine d'Entremont P.Eng., University of British Columbia

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Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #43909Methodologies for Evaluating the Impact of STEM Outreach on HistoricallyMarginalized Groups in Engineering: a Systematic Literature Review (Other,Diversity)Jessica Nhu Tran, University of British Columbia Jessica Tran is an oncoming graduate student pursing a master’s degree in engineering education at the University of British Columbia (UBC). They are interested in exploring justice-oriented pedagogies and praxis, decolonization, and EDI (equity, diversity, and inclusion) within engineering education spaces, particularly within K-12 STEM outreach.Jessica Wolf, University of British Columbia Jessica Wolf is a

Conference Session

WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bárbara Fagundes, Purdue University; Tamara J Moore, Purdue University at West Lafayette (PWL) (COE)

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

Paper ID #46247BOARD # 199: Comparing Computational Thinking Learning and Engagementin First-Grade Boys and Girls: A Study of Algorithm Design and Debugging(Work-In-Progress)Ms. B´arbara Fagundes, Purdue University I hold a Ph.D. in Engineering Education and an M.S. in Computer Science, focusing on integrating computational thinking into pre-college education. My experience includes developing and implementing engineering and computer science curricula and actively participating in professional development for teachers to establish inclusive and innovative learning environments. At Purdue University’s Center for