Displaying all 12 results
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- Pre-College Engineering Education Division (PCEE) Poster Session
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- 2023 ASEE Annual Conference & Exposition
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- Jennifer Kouo, The Institute for Innovation in Development, Engagement, and Learning Systems (IDEALS) at the Johns Hopkins University School of Education; Jeannie Chipps, Johns Hopkins University; Rachel Figard, Arizona State University; Kenneth Reid, University of Indianapolis; Katey Shirey, eduKatey LLC, STEAM Education Services; Stacy S. Klein-Gardner, Vanderbilt University
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Paper ID #38035Board 155: Broadening Participation and the Mission of Engineering forUS All (e4usa) through Design Projects That Engage Students withDisabilities as Stakeholders (Work in Progress)Dr. Jennifer Kouo, The Institute for Innovation in Development, Engagement, and Learning Systems (IDE-ALS) at the Johns Hopkins University School of Education Dr. Jennifer Kouo is an Assistant Research Scientist at the IDEALS Institute. Jennifer’s areas of expertise include Universal Design for Learning, technology integration, assistive technologies, and serving stu- dents with a range of disabilities, particularly autism spectrum
- Conference Session
- Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education
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- 2025 ASEE Annual Conference & Exposition
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- Alexis Daniels, The Johns Hopkins University; Michael L Falk, The Johns Hopkins University; Rachel E Durham, Notre Dame of Maryland University; Alisha Nicole Sparks, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Margo K Williams, The Johns Hopkins University; Karen Watkins-Lewis, Morgan State University; Emily J Yanisko, American University
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University’s Whiting School of Engineering where he has served on the faculty since 2008 with secondary appointmeRachel E Durham, Notre Dame of Maryland University Rachel E. Durham (PhD, Sociology and Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a Senior Fellow with the Baltimore Education Research Consortium (BERC). With a background in sociology of education, education policy, and demography, her research focuses on graduates’ transition to adulthood, career and college readiness, community schools, and research-practice partnerships.Ms. Alisha Nicole Sparks, The Johns Hopkins University Alisha Sparks serves as the Executive
- Conference Session
- Expanding STEM Access and Belonging: Programs and Practices for Inclusive K–12 Engagement
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- 2025 ASEE Annual Conference & Exposition
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- Maricruz Zepeda - Wilson, The University of Arizona, College of Engineering; Cori Dennis, The University of Arizona, College of Engineering
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, and increasing self-efficacy through those programs for pre-college students.Mrs. Cori Dennis, The University of Arizona, College of Engineering With over 20 years of experience in education, Cori is a dedicated leader specializing in special education, educational leadership, and inclusive program development. She holds a Master of Education in Educational Leadership from Northern Arizona University and has completed extensive graduate-level coursework in special education at Towson University. Cori currently serves as Coordinator of High School Outreach and Summer Programs for the College of Engineering at the University of Arizona. In this role, she leads strategic STEM initiatives, directs the Summer
Professional Development for STEM Teachers in Rural Counties to Broaden Participation in Engineering
- Conference Session
- Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
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- 2024 ASEE Annual Conference & Exposition
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- Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell, STEM Equity Initiative, LLC; Sandra Staklis, RTI International; Kevin A Jordan, RTI International
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- Pre-College Engineering Education Division (PCEE)
those traditionally underrepresented in rigorous courses and programs in science, technology, engineering, and mathematics (STEM). She knows that an education in a STEM field leads students to life enriching, family supporting, and community building careers. Morrell brings an entrepreneurial spirit to every effort she undertakes. From developing and leading a research center for advancing women and IT at the University of Maryland Baltimore County to creating an international effort on behalf of women and Information and Communication Technology (ICT) for the United Nations and the World Bank to serving as the Chief Operations Officer for the National Alliance for Partnerships in Equity (NAPE). Morrell has developed
- Conference Session
- Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Frank Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Emine Ozturk, North Carolina State University; Julie Robinson, University of North Dakota; Erin Lacina
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- Pre-College Engineering Education Division (PCEE)
-efficacy to embed engineering in their curricula in ways that meaningfullyconnect to students’ lives and communities [2]. Traditional “engineering” building tasks candisenfranchise students from non-dominant groups, particularly Indigenous communities, becausethere is a lack of connection to multiple epistemologies, specifically those focusing on culturalcompetency, identity, and relationships with the natural world [6]. Focusing on how engineeringeducation can be reframed as equity-centered, inclusive of diverse voices and ways of learning, isessential to increasing participation and outcomes in engineering.Supporting teachers in employing a culturally relevant approach to engineering requires new andimproved professional development (PD
- Conference Session
- Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact
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- 2025 ASEE Annual Conference & Exposition
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- S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced
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students to further their education beyond the coursework being taught. Thomas is also interested in computer engineering, chip design, and power electronics.Dr. Ayush Pandey, University of California Merced Ayush Pandey is an assistant professor of teaching in Electrical Engineering at UC Merced. He is interested in research on control theory and artificial intelligence for the formal design of physical systems. Over the past few years, his research has focused on the development of robustness metrics, safety guarantees, and new inference tools for nonlinear dynamical systems in various application areas. He is also actively extending his research on computational tools to build scalable and open-source educational
- Conference Session
- WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Mariam Manuel, University of Houston ; Jerrod A Henderson, University of Houston - COE; Bereket Mego, University of Houston
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experiences. Dr. Henderson is the immediate past Director of the Program for Mastery in Engineering Studies (PROMES, pronounced ”promise”), a program aimed at increasing engineering student achievement, engagement, and graduation rates. His research group seeks to understand engineering identity trajectories and success mechanisms throughout lifespans using action-based participatory research and novel methodologies such as photovoice, IPA, and draw-an-engineer and the development of research-informed interventions to improve student success. He was most recently recognized by INSIGHT Into Diversity Magazine as an Inspiring STEM Leader, the University of Illinois at Urbana-Champaign with the College of Liberal Arts &
- Conference Session
- Innovative Pathways in K–12 STEM: Bridging Emerging Technologies and Engineering Education
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Stacy S Klein-Gardner, Engineering for US All
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- Pre-College Engineering Education Division (PCEE)
-funded e4usa program was designed and implemented as an effort to provideengineering curriculum “for us all,” with the intention of demystifying and democratizingengineering. The course authentically introduces “engineering,” not with the intent to producemore engineering students, but to improve technological literacy and to allow students todiscover their engineering identity, all while working through the engineering design processesto solve real problems. Students identify community-based problems and design engineeringsolutions while consulting with stakeholders, producing prototypes, and developing test plans.Course outcomes are clustered into color-coded tracks, including red (discover engineering),yellow (engineering in society), blue
- Conference Session
- Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monsuru O Ramoni, Navajo Technical University; Calsey T Nez, Navajo Technical University
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- Pre-College Engineering Education Division (PCEE)
) are vital in offering higher education and culturally relevantlearning environments for Native American students. TCUs should seize every opportunity to introduceengineering programs and develop dual-credit engineering partnerships with local school districts. Suchprograms can significantly impact steering young Native Americans towards engineering careers.6. Conclusion6.1 Respond to Research Question / ObjectiveThe effectiveness of the Dual-Credit Engineering program was assessed through several key questions: • How do participating students gain engineering knowledge in the project?Participating students reported a sense of accomplishment, indicating that the program effectivelypromotes their self-efficacy and provides exposure to the
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- Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design
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- 2023 ASEE Annual Conference & Exposition
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- Mark Povinelli, Syracuse University
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- Pre-College Engineering Education Division (PCEE)
specialized commercial secondary engineering programs translate into future postsecondaryeducational outcomes as well as their impact on intellectual development and retention rates. Tohelp educators understand pedagogical approaches and methodologies that result in academicattainment and retention outcomes, it would be beneficial to obtain direct feedback fromsecondary students as they move through their college engineering programs.Analyzing the qualitative feedback data from secondary engineering students can provideinsights into their future states and experiences. Coupling this with retention rate data can helpground the qualitative data. It would also be useful to gather information on students’experiences while in the postsecondary programs to
- Conference Session
- WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Nicholas Choi, University of California, Irvine; Kan Li, University of California, Irvine; Kristin Roher, University of California, Irvine; Liang Li Wu, University of California, Irvine
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- Pre-College Engineering Education Division (PCEE)
coursework-based experience.In addition, students attended a series of educational and professional development seminars,including college preparation, engineering career pathways, research center tours, anddemonstrations from members of the university research community and local engineeringcommunity. Exposing students to relevant engineering workshops allowed high school studentsto be motivated and inspired by different learning opportunities and to understand potentialapplications of their degrees in future careers. We assessed the success of the programimplementation through a post-camp survey to all student participants, specifically on studentlearning outcomes of understanding design and fabrication, as well as the effectiveness of
- Conference Session
- Evaluating Pre-College STEM Programs: Longitudinal Impact, Integration, and Engagement
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Lelli Van Den Einde, University of California, San Diego; Karen Flammer, University of California, San Diego; Cindy Mui Perez, University of California, San Diego; Mimi Phùng, University of California, San Diego
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- Diversity
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- Pre-College Engineering Education Division (PCEE)
with partners ○ Finishing individual weekly homework (Engineering Exercises)Hands-On Philosophy Project-based learning (PBL), such as hands-on laboratories and design-build-testchallenges, has emerged as a powerful pedagogical approach with numerous benefits such as theapplication of theory to practice, enhanced problem-solving and critical thinking skills, improvedcreativity and innovation, development of transferable skills (teamwork, communication, timemanagement), increased student motivation and career preparation, and a more rewardingteaching experience for educators [11-14]. While PBL has gained global popularity, its implementation requires careful design toensure quality learning experiences, efficient use of