Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stacy K. Firth

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Pre-College Engineering Education Division (PCEE)

that accurately reflect the practice ofThe framework of 5 criteria becomes a system engineering without proper engineeringby which K-12 educators can evaluate the training can be difficult, potentiallyquality of an engineering activity. Educators miscommunicating engineering concepts toare introduced to and trained in using the students. Expensive third-party kits or "fun"framework during a professional development activities like Rube-Goldberg machines canworkshop. They work through qualityengineering activities and then rate other limit budgets and prioritize complexity overactivities that fit their subject or

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca D. Swanson, University of Nebraska - Lincoln ; Merredith D. Portsmore, Tufts University; Saundra Wever Frerichs, University of Nebraska - Lincoln; Ann O'Connor

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Pre-College Engineering Education Division (PCEE)

introduce each engineering practice and lead educators through a brief (<30 min) series of questions and reflections on the individual practices. Learning Blasts and Video-Learning Modules both include videos of youth engaging in engineering, as tools for educator reflection. Learning Activities In this section of the website, users will find vetted, high-quality, engaging, and authentic engineering activities for youth. These activities are selected to support youth engagement in engineering practices and can be readily adapted to

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mark Povinelli, Syracuse University

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Pre-College Engineering Education Division (PCEE)

number of studies also found that high school students who participatedin Project Lead the Way, robotics club, or STEM activity experiences had no significant impacton retention [4] - [8]. Due to the complex and multifaceted nature of education, researchers arestill exploring the correlations and causation between various pedagogies and their impacts onstudent retention rates. For senior high school students, cultural norms and other external factorscan influence their motivation and habits [9] - [11]. Research studies have demonstrated thatinterventions such as goal setting, self-reflection, and providing feedback are effective inenhancing student motivation and academic achievement. At the highest level, these factorsinclude the preparedness

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

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Diversity

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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

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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Diversity

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Pre-College Engineering Education Division (PCEE)

CSEdResearch.org 1 adrienne@buffalo.edu, 2 monica@csedresearch.orgAbstractWe recently hosted a workshop that brought together 12 K-8 teachers who teach computer science(CS) and/or computational thinking and 12 CS education researchers. Since there is a known gapbetween practices that researchers study and practices that teachers implement in a learningenvironment, the purpose of our full-day workshop was to create a meaningful space for teachersand researchers to meet and explore each others’ perspectives. The dialogue was framed aroundteachers’ classroom experiences with researchers reflecting on how they could improve theirresearch practice. The workshop, held during the 2022 CS Teachers Association (CSTA)conference

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

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Pre-College Engineering Education Division (PCEE)

in engineering practices?Educational Intervention and Study Context Data for this study were collected as a part of a funded research project that seeks tounderstand how rural elementary classroom teachers learn engineering content and practicesthrough professional learning experiences and how a subset of them take those experiences intotheir classroom. Over the course of three years, teachers from rural school districts serving theepistemic practices of engineering [4] through participation in classroom engineering activities,reflecting on them using both their “student hat” (as a learner) and “teachers hat” (as a teacher)[32], and through learning the specific engineering units they will teach. In this case, we use theYouth

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jubie Tan, State University of New York at Binghamton; Amber Simpson, State University of New York at Binghamton; Peter N. Knox, University of Vermont; Sawsan Werfelli, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

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Pre-College Engineering Education Division (PCEE)

forexpanding students’ higher order thinking, potential for lifelong learning, and sense of agency intheir learning experiences. HoM is defined as a set of learned or internalized dispositions thatinform an individual's behaviors when confronted with challenges. This study addressed tworesearch questions: (1) Which HoM were articulated by children as they reflected upon theirparticipation in a home-based engineering program? (2) What patterns of the children’svocabulary align with the HoM framework? Observational methods were used to examine youngchildren’s reflections upon the process of completing low-stakes engineering projects in theirhome. The participants were 23 children ranging from kindergarten to eighth grade. After theyengaged in the ill

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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Diversity

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Pre-College Engineering Education Division (PCEE)

thecommunity, especially the needs of those who are under-served. It is reciprocal, valuespartnership, and recognizes the expertise brought by the community partner. It also includesreflection, which has been shown to enhance learning across academic subjects [14]. S-L isintegrated by educators in a way designed to meet needs and goals identified by the communitywhile being intricately linked with learning objectives and outcomes. Before, during, and aftertheir service, students also engage in structured reflection to help them gain further insight intocourse or program content, a broader appreciation of their academic disciplines, and a greatersense of civic responsibility.S-L relationships are mutually beneficialWhen properly implemented, service

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Peter N. Knox, University of Vermont; Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University-Bloomington

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Diversity

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Pre-College Engineering Education Division (PCEE)

and aparent of two. His research focuses on how youth develop and maintain interest in STEMeducation across formal and informal learning contexts. As a parent, educator, and researcher hehas experienced multiple moments of failure in all of those roles and tried to make sense of theintersection of theories around learning through failure, experiences in supporting learnersthrough failure and seeing his children and other kids and parents experience failure, particularlyin STEM. These experiences and extensive self-reflection influenced his input on the design ofthis intervention and the interpretation of data produced.ResultsGuided by our research questions ‘How was failure perceived by participating families?’ and‘What was the subsequent

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Azizi Penn, Purdue University; Rachel E. Gehr, Purdue University at West Lafayette (PPI); Hillary E. Merzdorf, Texas A&M University; Siddika Selcen Guzey, Purdue University at West Lafayette (COE); Morgan M Hynes, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University at West Lafayette (COE); Tamara J Moore, Purdue University at West Lafayette (COE)

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Pre-College Engineering Education Division (PCEE)

shown that learning activities that reinforce concepts help students understand thecontent they previously struggled to master [12]. This approach also improves theirunderstanding of concepts, the principles that link concepts, and the linking of concepts andprinciples to conditions and procedures for application [13]. It is critical to allow students torelate concepts to their application by providing realistic scenarios for students to solve usingtheir knowledge of STEM. Integrated STEM activities can foster self-regulated/self-directedlearning in several ways. One is by prompting students for explanations via guiding questions,which help students reflect upon and integrate the knowledge they require to solve the problem[14]. For the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Luis E Montero-Moguel, The University of Texas at San Antonio; Joel Alejandro Mejia, The University of Texas at San Antonio

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Diversity

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Pre-College Engineering Education Division (PCEE)

school students withopportunities to reflect on their physical and mental well-being?Conceptual Framework Funds of Knowledge. The concept of funds of knowledge emerged from the work ofVelez-Ibañez and Greenberg [4] who described the strategic and cultural resources and skillsutilized by Mexican American families in the U.S. Southwest. They described how these“specific strategic bodies of information” [4, p. 314], were utilized to ensure and maintain thewell-being of their families. For instance, they described families and their knowledge of folkmedicine to provide medical care for their families due to the lack of doctors and thediscrimination faced by Mexican Americans in rural areas in the Southwest. Eventually, Molland colleagues [5

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)

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Diversity

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Pre-College Engineering Education Division (PCEE)

specific place where students are personallyattached and live within the context [8], [14]. Many underrepresented students encounterdisconnects between formal instruction and their home experiences as the content often used inclassrooms does not reflect their community-based experiences. PBE addresses this challenge asit seeks to overcome this dissonance by leveraging learning from local surroundings [14]. InPBE, students are provided opportunities to explore local environments, phenomena, history, andeconomy in place. Teachers in rural school settings can use these place-based elements to createa meaningful STEM learning context for underserved populations [9], [10], [8]. The impact ofimplementing PBE in STEM activities can be powerful. Unique

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 8: Assessment, Framworks, Standards, Oh My!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler S. Love, University of Maryland Eastern Shore; Brandt Hutzel, Pennsylvania Department of Education; Sharon Brusic, Millersville University of Pennsylvania

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Pre-College Engineering Education Division (PCEE)

contexts [3]. Thesecontinual changes make T&E education unique from many content areas in that it is rapidlyevolving to provide students with the latest design thinking skills, technical skills, and manyother competencies. The name changes reflect a shift in the focus of the field to keep up withemerging societal needs and educational initiatives. While early manual arts and industrial artsprograms primarily focused on developing technical skills in students (predominantly males), thefield shifted toward a focus on the application of skills related to various technologies andimplementing design-based thinking to help all students become more technologically andengineering literate citizens and consumers. These name changes reflect the

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, E4S, LLC; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Sreyoshi Bhaduri, ThatStatsGirl

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Diversity

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Pre-College Engineering Education Division (PCEE)

Advisor to the leadership at Sisters in STEM. Sreyoshi frequently collaborates on several National Science Foundation projects in the engineering education realm, researching engineering career trajectories, student motivation, and learning. Sreyoshi has been recognized as a Fellow at the Academy for Teaching Excellence at Virginia Tech (VTGrATE) and a Fellow at the Global Perspectives Program (GPP) and was inducted to the Yale Bouchet Honor Society during her time at Virginia Tech. She has also been honored as an Engaged Ad- vocate in 2022 and an Emerging Leader in Technology (New ELiTE) in 2021 by the Society of Women Engineers. Views expressed in this paper are the author’s own, and do not necessarily reflect those

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Matthew Aldeman, Illinois State University; Jin Ho Jo; Jeritt Williams, Illinois State University; Maria Luisa Zamudio

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Diversity

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Pre-College Engineering Education Division (PCEE)

integration of the otherdomains as well as for the skills and knowledge associated with those domains. Thus, we usedthe characteristics of engagement were comprised by Cunningham and Kelly’s (2017) epistemicpractices of engineering in this study because they are reflective of the nature of engineering,specific to the habits of mind reflected in the Framework for P12 Engineering Learning, butgeneral enough to be more likely to arise in the interviews. The three groups of stakeholderswhose views were examined in this study are not engineers and it was unlikely that theirreflections on STEM engagement would be specific enough for the Framework (2020) to be themost meaningful descriptors of their views. For example, it was unlikely that the community

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachelle Pedersen, Texas A&M University; Alex J Sobotka, Texas A&M University; Ashley Renee Kersey; Ali Mostafavi

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Pre-College Engineering Education Division (PCEE)

? environmental impacts (high CO2 emissions).EXAMPLE REFLECTION QUESTIONS Choose one of the “Impacts” that occurred. If we were to have to build a plane again in the future, knowing what we know now from this experience, what mitigation plans or changes might you implement to reduce the risk and impact of these occurrences? (HS-ETS1-3) Engineering is an inherently creative process. In what ways did you utilize your creativity in the activity? (NOE) A pre-designed plane can constrain creativity. What might be other barriers to creativity that engineers face? (NOE) As a new challenge arose, what kinds of changes did you have to make to your originally planned process? How did you decide what risks were acceptable? (Tradeoffs; HS-ETS1-3) Read

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School ; Abeera P. Rehmat, Georgia Institute of Technology; Samieh Askarian Khanamani

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Pre-College Engineering Education Division (PCEE)

everyday items. Previousstudies haveIn this resource exchange, we share the guideline we developed for parents so they can easilydevelop wide range of play-based engineering activities integrated in science, math and story-telling. We provide examples of the activities we and participating parents developed, as samplesto be used by other parents and educators.References[1] Ohland, C., & Ehsan, H., & Cardella, M. E. (2019, June), Parental Influence on Children'sComputational Thinking in an Informal Setting (Fundamental Research) Paper presented at 2019 ASEE AnnualConference & Exposition , Tampa, Florida. 10.18260/1-2--33157[2] Alemdar, M., Moore, R., & Ehsan, H. (2023). Reflections on the Impact of COVID-19 on Pre-CollegeEngineering

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Pennsylvania State University; Darshita N. Shah, The Pennsylvania State University

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Pre-College Engineering Education Division (PCEE)

engineering. YES has developed three curricula:All YES units engage youth in real-world engineering problems.An equity-oriented approach to learning grounds YES. As youthengage in socially engaged engineering design challenges, theydraw upon their communities and cultures, consider who isimpacted by problems, and reflect upon the implications of theirsolutions. Youth develop facility with engineering practices asthey use an engineering design process to generate and iterateoriginal solutions. Scientific concepts, computational thinking, andasset-based approaches strengthen design ideas and solutions. Byengaging in meaningful engineering activity, youth develop engineering identities

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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Diversity

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Pre-College Engineering Education Division (PCEE)

due to the COVID-19 pandemic),approximately 30 students from three middle schools participated. Some students attended boththe academic year activities and the summer academy. In contrast, others took part in one or theother. Although demographic information of the students was not collected, 100% of studentparticipants were from underrepresented minority groups, and 100% qualified for free/reducedlunch.Data Collection Qualitative data was collected from the participants and facilitators to understand theprogram's impact on students. 40 students completed reflections via Google Forms at the end ofthe Summer Academy. At the same time, two facilitators participated in semi-structuredinterviews. Using a grounded theory approach, we

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Foad Hamidi, University of Maryland Baltimore County; William Easley, University of Maryland Baltimore County; Amy Hurst, New York University

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Pre-College Engineering Education Division (PCEE)

incomecan meaningfully engage youth in STEM learning. However, understanding how to design,implement, and evaluate these programs can inform future innovative ways to engage youth intechnology-rich learning and motivate them to pursue technical career pathways [2,13,21,31].Furthermore, it is important to understand how youth experience these programs and reflect ontheir own learning. Research has long recognized the educational value of technology-richmaking activities, such as 3D modeling and printing, physical computing, hobbyist robotics,among others, for engaging youth and adults in self-directed STEM learning activities[4,9,23,26]. Many aspects of making echo key principles in engineering education as recentlyarticulated in the Framework for P

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Christina Anlynette Alston, Rice University; Faiza Zafar, Rice University; Scott Currier; Krystle Dunn; Milton Johnson; Selene Verhofstad; Carolyn Nichol, Rice University

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Diversity

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Pre-College Engineering Education Division (PCEE)

aremore effective when analyzing their work for potential improvements. Finally, school instructorsbenefit from teamwork.The action research process begins by identifying issues before developing an iterative actionplan with strategies for pursuing optimal practice. The cyclical action research processcomprises four key phases: contemplation, planning, action, observation, and reflection [20].The authors identified five key stages of conducting an action research project. These includeidentifying a problem area, collecting relevant data, analyzing the data, acting on the evidence,and evaluating the results. Although these procedures may appear like everyday inquiry andresearch processes, the most critical aspect of action research is who

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna, Kent Place School; Suzanne Tracy, Kent Place School

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Diversity

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Pre-College Engineering Education Division (PCEE)

;E Department.The school’s mission centers around empowering girls to be confident, intellectual, and ethicalleaders who advance the world. With the school’s mission in mind, the CS&E Departmentdefined a curricular scope and sequence aimed at introducing the various disciplines ofengineering, focusing on engineering as a “helping profession” and cultivating students’engineering habits of mind and identity. The focus of this paper is to zoom in on a 2nd gradelesson that reflects the goals of the CS&E curricular scope and sequence.At the Primary School level, which includes grades K-5, the pre-transformed curriculumenhanced students’ knowledge of and skills with block-based coding and robotics. Building onthis strength, and after a

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lucy Brizzolara; Elizabeth Ann McNeela; Thomas Tran; Holly M. Golecki, University of Illinois at Urbana - Champaign

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Pre-College Engineering Education Division (PCEE)

we draw inspiration from?or could not successfully leverage previously. • What can we do to personalize our actuator? • What are some steps we should take to test our brainstormed improvements?Materials needed• Bio-inspiration Worksheet (QR code)• Student actuators• Bio-Inspiration PresentationBefore• Gather photos/videos of animals and plants with useful features (ex: Giraffe tongue, crab claws, bird talons, webbed frog feet, elephant trunk)During• Display and discuss interesting features of plants and animals and how they allow for more mobility, grabbing, and strength.• Encourage students to reflect on the last

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Janet M. Ankrum; Melany Coates; Cheryl Carswell; Andrew Centanni; Mia Delarosa; Rebekah Jongewaard, Arizona State University; Maryan Robledo; Steven J. Zuiker, Arizona State University

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Diversity

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Pre-College Engineering Education Division (PCEE)

Indigenous people and settlers in our region across time.For the entire set of resources, see the SPV Lab website or email michelle.e.jordan@asu.edu.Note: This material is based on work supported in part by the National Science Foundation (#2055395). Any opinions, findings and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect those of NSF.

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Pittsburgh; Claudia J. Morrell; Sandra Staklis; Kevin A Jordan

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Diversity

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Pre-College Engineering Education Division (PCEE)

educators’ andstudents’ implicit biases. Several theories support the concept of creating an inclusive andwelcoming environment. Most prominent is “school climate,” which is generally described as thequality and character of school life and reflects the norms, goals, values, interpersonalrelationships, teaching and learning practices, and organizational structures that shape the qualityand character of a school[22]. A recent literature review recognized no less than six theoreticalframeworks that inform research and speak to its multi-dimensionality[23]. All six developmentaltheories stress the importance of strong social bonds between teachers and students.Relevant refers to students’ experience of learning, “relatedness” with their teachers, and

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

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Diversity

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Pre-College Engineering Education Division (PCEE)

providing teacher professional development. ©American Society for Engineering Education, 2023 Developing An Assessment Toolkit for Precollege Summer Engineering Workshops (Works-in-Progress)Abstract Many universities have engineering outreach programming that expose students toengineering that include day camps, overnight camps, and multi-week programs. As the projectsoccur over hours, days, or weeks, rich content is delivered in a very abbreviated timeframe.Often only anecdotal evidence or evaluative surveys reflect what students’ experience. Thisworks-in-progress project describes the strategic plan and first stage towards development oftools for assessing engineering learning in weekly summer

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erik James Schettig, North Carolina State University at Raleigh

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Pre-College Engineering Education Division (PCEE)

significant real-world problems and strengthen theintegration of knowledge, understanding, and practices of engineering within STEM (1). Another affordance ofSTEM partnership is bringing in STEM professionals to support content teachers are transferring to students (2).Many students have yet to learn first-hand how their math and science courses relate to careers they may beinterested in pursuing (1). The engineering education partnership in this paper aims for the primary STEM educationgoals of ensuring students spark interest and excitement in STEM, understand STEM content and knowledge,engage in STEM reasoning and computational thinking, reflect on STEM, use the tools and languages of STEM, andidentify with STEM Enterprise (1). As

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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Diversity

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Pre-College Engineering Education Division (PCEE)

scholarship hasinformed our current thinking about design principles related to socially engaged engineering. Itdescribes how we have applied the principles to K-8 curricula in school and out-of-schoolenvironments and offers some reflections of what we have learned.Engineering and Social JusticeThe many fields of engineering construct cultures with ways of being, knowing, andcommunicating that are simultaneously internal to their work and partially constituted byinteractions with broader cultural practices. Local engineering communities take up the culturalpractices of the broader fields along with ideological commitments associated with doingengineering. These ideologies inform narratives about the work of engineering, signalmembership, and build

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey D. Radloff, SUNY Cortland; Allison Antink-Meyer, Illinois State University; Ryan Brown, Illinois State University; Ibrahim H. Yeter, Nanyang Technological University; Dominick Fantacone

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Diversity

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Pre-College Engineering Education Division (PCEE)

then develop original multi-day engineering design-based lessons for enactment in their classrooms over the following two semesters. Following theirNUWC visit, teachers participate in ongoing professional learning workshops (i.e., fall andspring) where they learn to use the 7E model of STEM instruction (Eisenkraft, 2003) to guidetheir lesson planning and implementation and reflect on their lesson development with theirpeers. Aligned with our framework, engineering design-based instruction is at the core of thismodel. Teachers self-identify their Naval STEM lesson topics and form teams of 3-5 teachers(based on these interests) to develop their lessons. “Naval STEM” tasks are those contextualizedusing Naval research that include NUWC-based

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 3: Let's Get Thinking on Design

Collection

2023 ASEE Annual Conference & Exposition

Authors

Latanya Robinson, Florida International University; Monica E. Cardella, Florida International University; Alexandra Coso Strong, Florida International University

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Pre-College Engineering Education Division (PCEE)

example, are ill-structured withunderdefined constraints and unknown criteria to assess solutions [26]. In contrast, anengineering optimization problem focuses on using data collection and analysis to determineand/ or improve the performance of an existing process, product, and/ or system [9]. A reverseengineering problem, on the other hand, encompasses understanding existing processes and/ orsystems to document, learn about or from, and/ or redesign it [9]. Although these engineeringproblems are described as individual problem types, within professional engineering practice,engineers are tasked with working on a combination of the different kinds of problems. As such,engineering problems designed for K-12 settings should reflect the diversity of