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Examining the impact of a summer engineering program on academic self-efficacy

Conference Session: Pre-College Engineering Education Division (PCEE) Technical Session 10: Broadening Participation in P12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Edward Collins, National Society of Black Engineers; Rochelle L Williams, Northeastern University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

ways that make their success more likely [4].In engineering, there are different ways in which self-efficacy is measured. Three categories ofself-efficacy measures used are: 1) general academic self-efficacy, 2) domain-general self-efficacy, and 3) self-efficacy measures for specific engineering tasks or skills [5]. Generalacademic self-efficacy scales broadly assess engineering students’ beliefs in their capabilities toperform academically or perception of their competence to do the work [5]. The second, adaptedfrom general academic self-efficacy, domain-general self-efficacy asks students to rate theirgeneral confidence within a particular subject area of engineering [5]. Third, task- or skill-specific self-efficacy asks students to evaluate

Relevance Score: 3.627159

Scaffolding AI Research Projects Increases Self-efficacy of High School Students in Learning Neural Networks (Fundamental)

Conference Session: Mr. Burns' Brainchild: AI in the Springfield STEM Classroom, Release the Hounds!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: S. Shailja, University of California, Santa Barbara; Satish Kumar, University of California, Santa Barbara; Arthur Caetano, University of California, Santa Barbara; Ayush Pandey, University of California, Merced
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

’ increased proficiency. Moreover, 90% of the students developed models either fromscratch or by ensembling multiple models. This involves significant coding in Python (Figure 2A).Increase in student self-efficacy. We report the change in student self-efficacy measured usingthree related variables: (1) student confidence on speaking up about a technical area like AI, (2)student self-assurance and positive outlook for success in an AI career, and (3) outlook towards thefield of AI. First, we observe an increase in the students’ ability to understand and communicateAI research. As shown in the post-survey results (see Figure 5A), students’ showed a significantincrease in confidence in speaking up about topics in AI. The students’ ability to handle

Relevance Score: 3.6256673

The influence of self-efficacy on pre-college students’ interest in STEM fields

Conference Session: Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Britta Solheim, Wartburg College; Jack Saylor Priske, Wartburg College; Murad Musa Mahmoud, Wartburg College; Cristian Gerardo Allen, Wartburg College; Kurt Henry Becker, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

students’ self-efficacy and interest in aSTEM field, we analyzed student responses to the following questions/statements (stronglydisagree/disagree/neither agree or disagree/agree/strongly agree): 1. I am able to get a good grade in my science class. 2. I am able to do well in activities that involve technology. 3. I am able to do well in activities that involve engineering. 4. I am able to get a good grade in my mathematics class.These four questions served as an indicator of self-efficacy among the student participants. Eachquestion measures the self-reported self-efficacy in each of the four major fields in the acronymSTEM (each question respectively). We then tabulated the responses to another set of statements: 1. I like

Relevance Score: 3.6252193

A Deep Dive in Preservice Teacher Self-Efficacy Development for Teaching Robotics (RTP)

Conference Session: Advancing Robotics Education: Frameworks, Platforms, and Teacher Preparation for K-12 Engagement
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jennifer Jill Kidd, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, University of North Dakota; Danielle Marie Rhemer, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Pilar Pazos, Old Dominion University; Stacie I Ringleb, Old Dominion University; Orlando M Ayala, Old Dominion University; Francisco Cima; Isaac Koduah Kumi, Old Dominion University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

Paper ID #47467A Deep Dive in Preservice Teacher Self-Efficacy Development for TeachingRobotics (RTP)Dr. Jennifer Jill Kidd, Old Dominion University Dr. Jennifer Kidd is a Master Lecturer in the Department of Teaching and Learning at Old Dominion University. Her research interests include preservice teachers, engineering education, and educational technology.Dr. Kristie Gutierrez, Old Dominion University Dr. Gutierrez received her B.S. in Biology from the University of North Carolina at Chapel Hill in 2001, M.Ed. in Secondary Science Education in 2005 from the University of North Carolina at Wilmington, and Ph.D. in

Relevance Score: 3.6223028

Insights from the NanoEnvironmental Engineering for Teachers (NEET) Graduate Course on Teachers’ Self-Efficacy in Teaching Engineering (Evaluation)

Conference Session: Marge's Mission: Empowering STEM Innovation
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Faiza Zafar, Rice University; Carolyn Nichol, Rice University; Mariana Elizabeth Quinn, Rice University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

allparticipantsInstrument To assess the impact of the course on teachers’ engineering self-efficacy, data wascollected using the Teaching Engineering Self-Efficacy Scale (TESS) [15], [16]. TESS is avalidated instrument consisting of 23 items with five subscales: Engineering PedagogicalContent Knowledge Self-efficacy (KS), Engineering Engagement Self-efficacy (ES),Engineering Disciplinary Self-efficacy (DS), and Engineering Outcome Expectancy (OE) [16].The TESS demonstrates high internal consistency reliability, with Cronbach's α ranging from0.89 to 0.96 across the four factors [16]. These high-reliability coefficients indicate that theTESS consistently measures teachers' engineering self-efficacy with precision and accuracy. Byutilizing the TESS in this

Relevance Score: 2.9008005

Development of K-12 STEM Teacher Self-Efficacy through Participation in Goldberg Gator Engineering Explorers Summer Programs (RTP)

Conference Session: Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Krista Dulany Chisholm, University of Florida; Sarah Louise Langham, University of Florida; Kassandra Fernandez, University of Florida; Nancy Ruzycki, University of Florida
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

much they enjoyed thatexperience.During the pre-and post-surveys, teachers were asked to rate their skill level using the following4-point scale: None, Basic, Medium, and High. This question was asked to survey the change inteachers’ perceived coding ability after participating in training where they were introduced to andlearned the programming concepts of the camp and the facilitation of the summer camp, teachingstudents programming through engineering design activities.Teacher Self-EfficacyThe Teacher Efficacy and Attitudes Toward STEM (T-STEM) survey tool was delivered in bothpre- and post-surveys to measure the change in STEM self-efficacy among the participatingteachers [19], [20]. This tool was designed to gather information about a

Relevance Score: 2.9004645

Self-efficacy of high school students after an AI-focused pre-college program: A two year impact study (Fundamental)

Conference Session: Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: S. Shailja, Stanford University; Thomas John Williams, University of California Merced; Ayush Pandey, University of California Merced
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

qualitative data? To quantify the two-year impact of the program, we study (RQ2) whether thepre-college program enhanced students’ confidence and readiness for a college major in computerscience or related engineering disciplines. For a deeper understanding of students’ perceptions andchange in psychosocial behavior, we also study: (RQ3) Which specific aspects of self-efficacy andsocial and emotional learning are most affected among students who participated in the summerprogram? Our measurement instruments are pre-/post-course Likert surveys, thematic analysis ofstudent focus groups, and a codebook-based quantitative analysis of student reflections. We reportthe correlations of our thematic analysis results with the pre- and post-course Likert

Relevance Score: 2.9003215

Pre-college design “Tech for Good”: As a member of a collaborative team, students believe they can change the world.

Conference Session: Empowering Pre-College Students through AI and Computer Science: Standards, Self-Efficacy, and Social Impact
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Shana Lee McAlexander, Duke University; George Delagrammatikas, Duke University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

engineers do. Related out-of-school-time experience thatinformed the creation of our program have elements of physical prototyping, but no HCDapproach explicitly stated, include programs at New York University [11], North Carolina StateUniversity [10], and Columbia University [12]. Numerous sources that have also shown thepositive effects on self-efficacy, career awareness, and STEM-identity [13] illustrate theimportance of such programs to a generation of students for which STEM careers are on the rise.Following, in this paper, we will share our program curriculum with a step-by-step guide forstudent-led project ideation and team selection to develop “Tech for Good” along withevaluation findings.3. Curriculum and Student activitiesStudents were

Relevance Score: 2.1569867

Interdisciplinary Overload: Can Incorporating Biology In an Introductory Engineering Course Turn Some Students Away from Engineering Pathways?

Conference Session: Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Abeera P. Rehmat, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Marc Weissburg
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

,” Turkish J. Educ., vol. 9, no. 1, pp. 64–105, 2020.14. F. Tauro, C. Youngsu, F. Rahim, et al., “Integrating mechatronics in project-based learning of Malaysian high school students and teachers,” Int. J. Mech. Eng. Educ., vol. 45, no. 4, pp. 297–320, Jun. 2017, doi: 10.1177/0306419017708636.15. A. R. Carberry, H. S. Lee, M. W. Ohland, “Measuring engineering design self‐efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010.16. K. M. Whitcomb, Z. Y. Kalender, T. J. Nokes-Malach, C. D. Schunn, C. Singh, “Comparison of self-efficacy and performance of engineering undergraduate women and men,” International Journal of Engineering Education, vol. 36, no. 6, 1996-2014, 2020.17. M. Helms, S. S. Vattam, A. K. Goel

Relevance Score: 0.12858532

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Miracle Moonga, Montana State University - Bozeman; Rebekah J. Hammack, Montana State University - Bozeman; Ibrahim H. Yeter, Nanyang Technological University
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

thatthe M-EDSI is reliable for measuring students’ EDTE.DiscussionWhile previous research explores the topic of engineering teaching efficacy, the present studyoffers a novel perspective by specifically addressing Engineering Design Teaching Efficacy 5(EDTE). This is important because engineering design is a major part of the NGSS [3] and islinked to students’ enhanced learning [20]. The findings show that the intervention did not justsignificantly improve participants’ EDTE but also their EDE. Mastery experiences is a primarysource of self-efficacy development [21]. Therefore, PSTs’ improved EDE could be attributed totheir active engagement in

Relevance Score: 0.10778366

Self-Selection Bias of P-12 Engineering & Computing Activities for Female Pre-College Pupils (Fundamental Research, Diversity)

Conference Session: Innovations and Inclusion in Pre-Service and Pre-College STEM Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Gesche Neusel, Bonn-Rhein-Sieg University of Applied Sciences; Steven McAlpine, University of Maryland Baltimore County; Jamie R Gurganus, University of Maryland Baltimore County
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

with their support, participation, and control function across all administrative decisionsregarding personnel, social, and organizational measures at the university. Within the equalityconcept of H-BRS’s EEO, P12-acitivities are offered to female pre-college pupils to give themthe chance to overcome structural, social, and personal barriers.The P12-activities at H-BRS are organized and carried out by staff of the Equal OpportunitiesOffice with the aim of empowering female pupils especially in the fields of engineering andcomputer science and to raise the proportion for female enrollment and retention. Based onBandura's self-efficacy framework [5], the activities are intentionally designed as correctiveexperiences to overcome self-debilitating

Relevance Score: 0.10307655

Assessing the impact of a Bridge program: A mixed methods longitudinal approach

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

numerous psychologicalfactors such as student self-efficacy in academic subjects, sense of belonging to campus andprogram community, social and academic adjustment, and motivation to complete theengineering degree. In this study, we combine mixed methods data to evaluate the impact ofBridge with a sample of 35 engineering students of diverse ethnic backgrounds, in three phases:The first and second phases implement a repeated measures design that assesses student self-efficacy in academic subjects, sense of belonging to campus and program community, and socialand academic adjustment. The first Likert type survey is distributed to students a week before theprogram and the second survey at the program completion. The post-program survey includes

Relevance Score: 0.10160029

Impact of Professional Development in Culturally Relevant Engineering Design for Elementary and Middle School Teachers (RTP, Diversity)

Conference Session: Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

to students and Experiences local community Iteration – opportunity to review, revise, improve lessons based on measurable outcomes Focusing pedagogical shifts/PD within one content area creates relevance but allows for impact across all content areas Affective Success/student engagement begets positive affective state leads to States increased self-efficacy Verbal Support and collaboration from administration persuasion On-going touchpoints, check-ins for continuous learning, reflection, collaborationSummer institutesTeacher participants began the [Anonymous

Relevance Score: 0.09347596

Developing Engineering for Social Impact Beliefs among Migratory High School Students Through a Culturally Responsive Engineering Design Activity (RTP, Diversity)

Conference Session: Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Timothy Wells, Arizona State University, Polytechnic Campus; Dina Verdin, Arizona State University, Polytechnic Campus
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

impact” amongmigratory high school students, we designed and implemented a culturally responsive andgamified engineering design activity. The activity aimed to connect engineering concepts tostudents’ cultural backgrounds and experiences while leveraging game-based learning elements toincrease engagement. We administered pre- and post-surveys to measure changes in students’engineering impact, interest, self-efficacy, and identity (n = 235). We used a multiple linearregression model to examine the relationships. Our results show that migratory students’ engineering interest and self-efficacysignificantly supported the development of their belief that engineering could be a tool for socialimpact. Specifically, as students’ engineering

Relevance Score: 0.0906059

Methodologies for Evaluating the Impact of STEM Outreach on Historically Marginalized Groups in Engineering: a Systematic Literature Review (Other, Diversity)

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

”). We excluded these because they do not appear to be directly measuring factors thatmight lead to the pursuit of STEM in the future. Another group of papers measured contentlearning that occurred during outreach (such as math skills or geophysics concepts). While thismay influence self-efficacy measures and/or better prepare students should they choose to enterSTEM, it is not directly measuring factors that most authors focus on as proxies for change toeducational and career paths. We have not included tests of content knowledge in thedescriptions of the outreach evaluation.Table 3: Examples of commonly referenced constructs in the papers, and our definitions.Construct DefinitionsAttitude What an individual

Relevance Score: 0.08485641

Advancing Equity: Exploring the Experiences of Transgender and Gender Non-Conforming Students in a Pre-College Engineering Course (Work in progress)

Conference Session: Culturally Responsive and Identity-Affirming Approaches in Pre-College STEM Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jialing Wu, The Ohio State University; Medha Dalal, Arizona State University; Adam R Carberry, The Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

for each time point to measure changes overtime. Preliminary quantitative analysis included the use of two-tailed t-tests to compare pre- andpost-survey construct scores. ANOVA was conducted to explore differences among students ofdifferent genders within pre- or post-survey data.ResultsThe t-test results showed that there was a statistically significant increase (p = 0.0002 < 0.01) interms of self-efficacy between pre- and post-survey data, underscoring a marked increase instudents’ self-efficacy in the engineering field after taking the course. Further analysis for eachgender group showed a statistically significant increase in self-efficacy for both male (p = 0.0196< 0.05) and female (p = 0.0067 < 0.01) students, while no change

Relevance Score: 0.075196445

Ducks and Diversity: Expanding Pre-College Engineering Participation through Themed STEM Fairs

Conference Session: Engaging and Empowering K-12 Students through Collaborative STEM Projects and Inclusive Outreach
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Douglas Yung, Syracuse University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

these questions, the study employs a mixed-methods approach. Pre- and post-eventsurveys measure shifts in students’ STEM interest and self-efficacy, while observational metrics,such as task engagement, peer collaboration, and facilitator interactions, provide qualitativeinsights. Knowledge checks and thematic analysis of feedback from participants, parents, andeducators further enrich the evaluation of the fair’s impact. Preliminary findings highlight howculturally and socially relevant STEM activities can inspire and educate underrepresentedstudents, fostering both technical skill development and sustained interest in engineering fields.By contributing to the broader discourse on diversity and inclusion in STEM education, thispaper underscores

Relevance Score: 0.0698809

Exploring Teachers’ Lived Experiences with Culturally Relevant Engineering Design: An Instrumental Multiple Case Study

Conference Session: Supporting Teacher Practices for Inclusive and Culturally Relevant Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Julie Robinson, University of North Dakota; Frank M. Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Adesola Samson Adetunji, University of North Dakota; Adesikeola Olateru-Olagbegi, University of North Dakota
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

group gender composition on girls’ motivation and engagement. Dr. Robinson is a PI and Co-PI on several NSF sponsored grant projects which focus on teacher professional learning and self-efficacy with implementing culturally relevant engineering education, connecting to place and community, and centering culture and Indigeneity within STEM education. Dr. Robinson has over twenty years of K – 12 teaching experience, including seven years as a teacher leader of professional development in the Next Generation Science Standards, the Common Core State Standards in Mathematics, and in elementary science and engineering pedagogy.Dr. Frank M. Bowman, University of North Dakota Dr. Frank Bowman is Thomas C. Owens Endowed

Relevance Score: 0.068898775

Evaluating Engagement and Collaboration in an College Level Online Hands-On Engineering Course for High School Students

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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

a more sustainableand equitable approach. As we prepare for the next iteration of the course, including a February run, we haveidentified several opportunities to enhance our research and gather more comprehensive data. Akey area for improvement is the direct assessment of students' self-efficacy beliefs inengineering, which will be addressed through the implementation of pre- and post-coursesurveys. These surveys will measure changes in self-efficacy and provide valuable insights intothe course's effectiveness in building students' confidence in their engineering abilities. Our primary focus will be on introducing and evaluating modifications to the coursestructure and content, accompanied by preliminary observations of their

Relevance Score: 0.068709925

Board 159: Developing An Assessment Toolkit for Pre-college Summer Engineering Workshops (Works-in-Progress)

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Tamecia R. Jones, North Carolina State University at Raleigh; Leah Bug, North Carolina State University at Raleigh
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

identities, epistemologies and values. Volume 2 : engineering education and practice in context. Cham, Switzerland ; Heidelberg, Germany : Springer International Publishing, 2015.[29] Y.-h. Liu, S.-j. Lou, and R.-c. Shih, "The investigation of STEM self-efficacy and professional commitment to engineering among female high school students," South African Journal of Education, vol. 34, no. 2, pp. 1-15, 2014.[30] D. Kiran and S. Sungur, "Middle School Students' Science Self-Efficacy and Its Sources: Examination of Gender Difference," Journal of Science Education and Technology, vol. 21, no. 5, pp. 619-630, 2012, doi: 10.1007/s.[31] T. P. Robinson, "THE DEVELOPMENT OF AN INSTRUMENT TO MEASURE THE SELF

Relevance Score: 0.06672093

Evaluation of Transfer of Learning in a Pre-College Engineering Short Course (Evaluation)

Conference Session: Springfield's STEM Spectacle: Evaluating Engineering Excellence, D'oh!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Jose Capa Salinas, Purdue University; Manuel Salmeron, Purdue University; Gaurav Chobe, Purdue University; Herta Montoya, Purdue University at West Lafayette (COE); Morgan R Broberg, Purdue University at West Lafayette (COE)
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

[1]. FET is a framework designed to evaluate ToLthrough the factors that impede or facilitate the transfer. In contrast with other methods that focuson determining the factors (see, for example, [9], [16], [17]), the FET model aims to assess them[1]. Furthermore, the FET’s framework encompasses evaluating multiple dimensions influencingthe ToL. Specifically, the FET model's categories include transfer dimensions, achieved learning,and intent to transfer. The transfer dimensions are: 1. Trainee, which includes factors related to the participants’ reactions to a training program, such as motivation of transfer, self-efficacy, and locus of control; 2. Training, that evaluates the training itself and its design, and includes factors

Relevance Score: 0.06039708

Evaluation of a Hybrid Algebra-for-Engineering Program: Identifying Strengths, Challenges, Lessons Learned and “Fit” in an Urban Education Landscape (Evaluation, Diversity)

Conference Session: Reimagining STEM Transitions: Bridging Gaps and Building Resilience in Post-Pandemic Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: 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
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

interact with undergraduate STEM students.Data were passively collected from students via the online learning management system (LMS)every year of implementation (2021-22, 2022-23, 2023-24). Data included time spent in the LMSand number of role model videos viewed. Additional data collected includes measures of studentalgebra proficiency (i.e., graded rubrics of student work) and pre-post survey instruments(measuring math self-efficacy, STEM interests, STEM outcome expectations, and STEM choicegoals). Interviews with 25 students were collected using a semi-structured protocol to capturereasons for electing to participate, barriers to participation, and reactions to the role model videosand field trips. Finally, external evaluators characterized

Relevance Score: 0.059792925

Unveiling the Connection between Engineering and Nature: Exploring High School Students’ Perception of Nature in an Engineering Classroom (Fundamental Research)

Conference Session: Interdisciplinary Approaches to High School Engineering: Perceptions, Pathways, and Pedagogies
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Abeera P. Rehmat, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Michael Helms, Georgia Institute of Technology; Marc Weissburg
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

. 1, pp. 173–208, 1989.18. A. Bandura, “Reflections on self-efficacy. Advances in Behaviour Research and Therapy, vol. 1, no. 4, pp. 237–269, 1978.19. F. Pajares, “Current directions in self-efficacy research,” Advances in Motivation and Achievement, vol. 10, no. 149, pp. 1–49, 1997.20. K. Caraway, C. M. Tucker, W. M. Reinke, and C. Hall, C. “Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students,” Psychology in the Schools, vol. 40, no. 4, pp. 417–427, 2003.21. A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self‐ efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010.22. T. D. Fantz, T. D., T. J. Siller, and M. A

Relevance Score: 0.057905674

Title: Building Curiosity and Competency: Designing and Evaluating Activities for Microelectronics Education (Evaluation of Program/Curricula)

Conference Session: Harnessing AI and Collaborative Platforms to Personalize and Innovate K-12 STEM Curriculum
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Yash Ajay Garje, Purdue University at West Lafayette (COE); Shauna Adams, Purdue University – West Lafayette (College of Engineering); Bruce Wellman, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE)
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

and collaborativeefforts have been the backbone of the experience but never overpowered the component ofindividual development and allowed for a balanced and holistic exposure to the field. In thissection, we dive into these topics in further detail and discuss how our program design andparticipant reflections follow the topics of self-efficacy, outcome expectations, and learningexperience discussed in the Socio-Cognitive Career Theory.Creating Inclusive Pathways to Experiential and Emotional Engagement: Echoing the work of [24], [25] the first findings from our work suggests that hands-on,self-exploratory, and gamified activities were particularly memorable and impactful forparticipants. The intentional design of the program offered

Relevance Score: 0.056397334

Evaluation of High School Semiconductor and Microelectronics Summer Program (Evaluation)

Conference Session: Krusty's Creations: Robotics and Electronics in Springfield STEAM, Hey Hey!
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Shauna Adams, Purdue University; Cristian Eduardo Vargas P.E., Purdue University; Morgan M Hynes, Purdue University; Kerrie A Douglas, Purdue University; Peter Bermel, Purdue University; David R. Ely, Ivy Tech Community College, Indianapolis; Hayley Joy Grisez
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

about post-high school plans. The pre-and post-surveys asked participants about their career interests or anticipated majors.Parts of the Knowledge, Awareness, and Motivations (KAM) survey tool were modified toevaluate awareness, exposure, career interest, and motivations. The KAM survey is a modifiedversion of the Motivation and Exposure in Microelectronics Instrument [6], an instrumentderived from the Nanotechnology Awareness Instrument [7]. The instrument was initiallydeveloped to assess changes in awareness, exposure, motivation, and knowledge ofnanotechnology [7]. To measure students’ self-efficacy and career outcome expectations, weadministered a modified Social Cognitive Career Theory Survey (SCCT) [8]. TheMicroelectronics SCCT Survey

Relevance Score: 0.055234343

Board 181: Using an Integrated STEM Education Approach with Place-based Learning in a Community of Practice to Enhance Underrepresented Rural Student Learning

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: John Geoffrey Knowles, Bryan College; Jung Han, Purdue University; Todd Kelley, Purdue University at West Lafayette (COE)
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

interaction, network density, network bridging, and networkreach at the school, district, state, and national/international community level, using 18statements. This instrument uses social network analysis (SNA) with visual network scales(VNS) to visualize and quantify characteristics of the CoP and then relates this to the constructsof self-efficacy and identity [24]. Preliminary results measured before and after the PD areshown below from our initial group of TRAILS 2.0 teachers (COP) Network Survey (n = 7). • Overall CoP Network size increased at the 95% confidence level (p < 0.05). • CoP Network size at the national/international level increased at the 95% confidence level (p < 0.05) • CoP Network sizes at the school

Relevance Score: 0.053178333

BOARD # 216: Summer Internship Impacts on High School Student STEM Career Interest (Work In Progress)

Conference Session: WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Jabari Wilson, University of Florida; Atayliya Natasha Irving, University of Florida; Kimberly Jacoby Morris; Jeremy A. Magruder Waisome, University of Florida
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

- and post- survey questions will all beredacted, with pseudonyms replacing participant names. Next, data will be grouped throughdeductive coding into themes that correspond to the five constructs measured by the SIC-STEM2.0 survey: 1) Choice Actions, 2) Choice Goals, 3) Interests, 4) Outcome-Expectations, and 5)Self-Efficacy 5 . This deductive analysis will cast a wide net using latent meaning rather thansemantic meaning to capture as much data as possible within each category.After the initial deductive analysis, we will analyze the data in each theme in accordance with thesix steps of reflexive thematic analysis Braun and Clarke laid out in their 2006 paper andaugmented by their later works 11,10 : 1) Familiarizing yourself with the data, 2

Relevance Score: 0.051708262

Board 156: Concrete Tools to Practice Diversity, Equity, Inclusion, and Belonging in the STEM Classroom

Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Geniene K. Minkus, Geniene Minkus Consulting; Meagan C. Pollock, Engineer Inclusion
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

-based assessments, presentations, and reflections. Thesesections were distilled using a combination of classroom experience and research. Eachof these elements is powerful on its own but added together they create opportunitiesfor students to build self-efficacy, belonging, and inclusion. These qualities then lead toclassrooms that can foster students who can find resilience and joy in diversity andcreate equitable spaces. The framework I developed is visualized in Figure 1 below. Iwill describe each of these elements and the research that went into them.Before the Framework: While doing research around actionable science DEIB strategies, I encounteredand studied social-emotional learning (SEL). While the tenants of following theframework

Relevance Score: 0.05078122

BOARD # 217: The design of a summer camp blending bioengineering and programming skills for middle school girls and gender minority students (Work in Progress)

Conference Session: WIP Poster Session: Emerging Research and Practices in Pre-College Engineering Education
Collection: 2025 ASEE Annual Conference & Exposition
Authors: Wesley Lawson, University of Maryland, College Park; Hamza Shaikh, University of Maryland College Park; Jennifer Kouo, The Johns Hopkins University
Tagged Topics: Diversity
Tagged Divisions: Pre-College Engineering Education Division (PCEE)

jobs forcomputer engineers [11]. The percentage of students identifying as women enrolled has notchanged over the last 20 years in electrical and computer engineering (ECE) (also ~15% in 2002)while the percentage of women bioengineers has increased (up from 43%) [10].It has been shown that there is no academic reason for the lack of women in STEM fields [12];however, low interest and low self-efficacy are two important factors. Social Cognitive CareerTheory provides a robust theoretical framework to understand the phenomena impacting theparticipation of women [13,14]. Research indicates that some of the reasons that women areinterested in biomedical and related engineering fields include an interest in solving socialproblems, and that they are