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1. Partnering Undergraduate Engineering Students with Preservice Teachers to Design and Teach an Elementary Engineering Lesson Through Ed+gineering

   Gutierrez, K. ; Ringleb, S. ; Kidd, J. ; Ayala, O. ; Pazos, P. ; Kaipa, K. ( June 2020 , 2020 ASEE Virtual Annual Conference Content Access, Virtual Online)

   Major challenges in engineering education include retention of undergraduate engineering students (UESs) and continued engagement after the first year when concepts increase in difficulty. Additionally, employers, as well as ABET, look for students to demonstrate non-technical skills, including the ability to work successfully in groups, the ability to communicate both within and outside their discipline, and the ability to find information that will help them solve problems and contribute to lifelong learning. Teacher education is also facing challenges given the recent incorporation of engineering practices and core ideas into the Next Generation Science Standards (NGSS) and state level standards of learning. To help teachers meet these standards in their classrooms, education courses for preservice teachers (PSTs) must provide resources and opportunities to increase science and engineering knowledge, and the associated pedagogies. To address these challenges, Ed+gineering, an NSF-funded multidisciplinary collaborative service learning project, was implemented into two sets of paired-classes in engineering and education: a 100 level mechanical engineering class (n = 42) and a foundations class in education (n = 17), and a fluid mechanics class in mechanical engineering technology (n = 23) and a science methods class (n = 15). The paired classes collaborated in multidisciplinary teams of 5-8 undergraduate students to plan and teach engineering lessons to local elementary school students. Teams completed a series of previously tested, scaffolded activities to guide their collaboration. Designing and delivering lessons engaged university students in collaborative processes that promoted social learning, including researching and planning, peer mentoring, teaching and receiving feedback, and reflecting and revising their engineering lesson. The research questions examined in this pilot, mixed-methods research study include: (1) How did PSTs’ Ed+gineering experiences influence their engineering and science knowledge?; (2) How did PSTs’ and UESs’ Ed+gineering experiences influence their pedagogical understanding?; and (3) What were PSTs’ and UESs’ overall perceptions of their Ed+gineering experiences? Both quantitative (e.g., Engineering Design Process assessment, Science Content Knowledge assessment) and qualitative (student reflections) data were used to assess knowledge gains and project perceptions following the semester-long intervention. Findings suggest that the PSTs were more aware and comfortable with the engineering field following lesson development and delivery, and often better able to explain particular science/engineering concepts. Both PSTs and UESs, but especially the latter, came to realize the importance of planning and preparing lessons to be taught to an audience. UESs reported greater appreciation for the work of educators. PSTs and UESs expressed how they learned to work in groups with multidisciplinary members—this is a valuable lesson for their respective professional careers. Yearly, the Ed+gineering research team will also request and review student retention reports in their respective programs to assess project impact. 

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2. Broadening Participation and the Mission of Engineering for US All (e4usa) through Design Projects That Engage Students with Disabilities as Stakeholders (Work in Progress)

   Kouo, J. ; Chipps, J. ; Figard, R. ; Reid, K. ; Shirey, K. ; Klein-Gardner, S. S. ( June 2023 , 2023 ASEE Annual Conference & Exposition)

   Students with disabilities (SWDs) and neurodiverse students are underrepresented at all points along the educational pathway in engineering. One potential entry point for engaging SWDs and broadening future participation in engineering is through the role of stakeholder in engineering design challenges, and specifically during high school, which is a crucial part of the pathway to engineering. High school teachers and students engaged in Engineering for US All (e4usa) have completed several engineering design projects involving SWDs as stakeholders. These projects represent a human-centered approach to engineering that emphasizes a comprehensive understanding of stakeholders. This work in progress will present results from surveys completed by e4usa teachers and students who have engaged in disability-centered engineering design challenges, with SWDs serving as the stakeholder to understand their experiences. Additionally, SWDs serving as stakeholders and those that support them (e.g., special education teachers, paraprofessionals, related service providers, families) will be interviewed about their experiences engaging in their project. Potential implications of the research findings include the impact of engaging SWDs in engineering design, especially as it relates to increased knowledge of general education teachers and students about inclusive practices and supports (e.g., evidence-based practices, alternative communication strategies, prompting). Additionally, the outcomes may contribute to efforts to broaden the participation of SWDs in engineering. Doing so, will help support the e4usa mission, which aims to demystify and democratize the learning and practice of engineering by increasing engineering literacy for all and expand opportunities for those traditionally underserved and marginalized in engineering to pursue careers as engineers and expand the STEM workforce pipeline. 

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3. Insights from the First Two Years of a Project Partnering Middle School Teachers with Industry to Bring Engineering to the Science Classroom

   Gillen, A. L. ; Grohs, J. R. ; Matusovich, H. M. ; Kirk, G. R. ; Lesko, H. L. ; Carrico, C. ( May 2019 , ASEE Annual Conference proceedings)

   Barriers to broadening participation in engineering to rural and Appalachian youth include misalignment with family and community values, lack of opportunities, and community misperceptions of engineering. While single interventions are unlikely to stimulate change in these areas, more sustainable interventions that are co-designed with local relevance appear promising. Through our NSF ITEST project, we test the waters of this intervention model through partnership with school systems and engineering industry to implement a series of engineering-themed, standards-aligned lessons for the middle school science classroom. Our mixed methods approach includes collection of interview and survey data from administrators, teachers, engineers, and university affiliates as well as observation and student data from the classroom. We have utilized theory from learning science and organizational collaboration to structure and inform our analysis and explore the impact of our project. The research is guided by the following questions: RQ 1: How do participants conceptualize engineering careers? How and why do such perceptions shift throughout the project? RQ 2: What elements of the targeted intervention affect student motivation towards engineering careers specifically with regard to developing competencies and ability beliefs regarding engineering? RQ 3: How can strategic collaboration between K12 and industry promote a shift in teacher’s conceptions of engineers and increased self-efficacy in building and delivering engineering curriculum? RQ 4: How do stakeholder characteristics, perceptions, and dynamics affect the likelihood of sustainability in strategic collaborations between K12 and industry stakeholders? How do prevailing institutional and collaborative conditions mediate sustainability? In year one, we involved nine 6th grade teachers, three engineering companies, and over 500 students. In year two, we expanded to include 7th grade teachers in our partner schools and the new students moving up to 6th grade. Lessons aligned with students' everyday experiences and connected to industry. For example, students created bouncy balls and tested their effectiveness on materials produced from partner manufacturing facilities. From preliminary analysis of data collected in the first two years of the project (e.g, the Draw an Engineer Test and teacher interviews), we have begun to see evidence of positive student and teacher impact. Additionally, our application of collaborative theory to the investigation of stakeholder perceptions of the project has revealed implications for partnering with school systems and engineering industry. For example, key individuals at each organization may serve as important conduits for program communication and collaborative work. 

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4. Integrating Professional Mentorship with a 3D-Printing Curriculum to Help Rural Youth Forge STEM Career Connections.

   Bhaduri, S. ( July 2021 , 2021 ASEE Virtual Annual Conference.)

   Economically disadvantaged youth residing in mountain tourist communities represent an important and understudied rural population. These communities typically include a large percentage of children that are English language learners. Our NSF STEM Career Connections project, A Model for Preparing Economically-Disadvantaged Rural Youth for the Future STEM Workplace, investigates strategies that help middle school youth in these communities to envision a broader range of workforce opportunities, especially in STEM and computing careers. This poster highlights the initial findings of an innovative model that involves working with local schools and community partners to support the integration of local career contexts, engineering phenomena, 3D printing technologies, career connections, and mentorship into formal educational experiences to motivate and prepare rural youth for future STEM careers. We focus on select classrooms at two middle schools and describe the implementation of a novel 3D printing curriculum during the 2020-2021 school-year. Two STEM teachers implemented the five-week curriculum with approximately 300 students per quarter. To create a rich inquiry-driven learning environment, the curriculum uses an instructional design approach called storylining. This approach is intended to promote coherence, relevance, and meaning from the students’ perspectives by using students’ questions to drive investigations and lessons. Students worked towards answering the question: “How can we support animals with physical disabilities so they can perform daily activities independently?” Students engaged in the engineering design process by defining, developing, and optimizing solutions to develop and print prosthetic limbs for animals with disabilities using 3D modeling, a unique augmented reality application, and 3D printing. In order to embed connections to STEM careers and career pathways, some students received mentorship and guidance from local STEM professionals who work in related fields. This poster will describe the curriculum and its implementation across two quarters at two middle schools in the US rural mountain west, as well as the impact on students’ interest in STEM and computing careers. During the first quarter students engaged in the 3D printing curriculum, but did not have access to the STEM career and career pathway connections mentorship piece. During the second quarter, the project established a partnership with a local STEM business -- a medical research institute that utilizes 3D printing and scanning for creating human surgical devices and procedures -- to provide mentorship to the students. Volunteers from this institute served as ongoing mentors for the students in each classroom during the second quarter. The STEM mentors guided students through the process of designing, testing, and optimizing their 3D models and 3D printed prosthetics, providing insights into how students’ learning directly applies to the medical industry. Different forms of student data such as cognitive interviews and pre/post STEM interest and spatial thinking surveys were collected and analyzed to understand the benefits of the career connections mentorship component. Preliminary findings suggest the relationship between local STEM businesses and students is important to motivate youth from rural areas to see themselves being successful in STEM careers and helping them to realize the benefits of engaging with emerging engineering technologies. 

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5. Virtual International Collaboration for Community College STEM Programs

   Wosczyna-Birch, K. ( January 2021 , ASEE Peer)

   International collaborations for community colleges are important for students who will be competing for employment yet are often overlooked due to the perception that international means expensive. The International Education Initiative (IEI) provides opportunities for international collaboration among community college faculty and students. The IEI is a multi-tiered program that allows different levels of participation and cost for faculty and students through funding from the National Science Foundation Advanced Technological Education Program and the French Embassy in the United States. While the main focus is engineering and technology courses, partners have also included business and communications classes, creating a truly interdisciplinary program. Students participating in these programs can expect to have greater cross-cultural maturity and awareness of the wider world, increased confidence in finding future success in the global workforce, and increased ability to deploy 21st Century skills such as technology and teamwork. Faculty participating in the program can expect to have increased confidence and skills in faculty to support students in achieving 21st century skills; increased ability to co-teach and work effectively with and overseas partner, and more motivation and readiness to sustain overseas partnerships and help grow the international program. The Connecticut Collaborative Learning for International Capabilities and Knowledge (CT CLICKs) provides the opportunity for students to receive a global experience as part of a course they are already taking. During the first year of the program, Faculty from Connecticut community colleges partnered with faculty from French Insitituts universitaires de technologie (IUTs), French equivalent of community colleges, to co-teach curriculum modules to their participating classes. The second year added the option of co-facilitating a project between the two classes. All teaching, assignments, and projects were completed through virtual platforms. Several travel opportunities have been provided for student and faculty participants. These have either been through the attendance of international technology bootcamps that were organized by the French Embassy or a partner IUT or through a travel program organized by the IEI. Both travel options include experiences that provide an overview of French engineering and technology education, industry, history, and culture. A faculty recruitment and preparation model has been created to continuously onboard new faculty for the IEI program. The model includes a program overview workshop, partner matching, and curriculum design workshop that all take place virtually. The CT CLICKs program has built steadily and quickly. The number of teachers participating grew from 6 to 29 in the first three years with more than 6 teachers repeating or developing new modules. A total of 334 students have participated in the CT CLICKs program since fall 2017. The number of Connecticut campuses grew from 1 to 8 and overseas partner campuses grew from 2 to 5. Participant survey data shows that the program is continuously improving in helping students gain a better worldview and how to collaborate cross-culturally and helping faculty incorporate international collaboration into their courses. 

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