Greene, H. L., & Zhan, X., & Anthony, A., & Post, P. E., & Parkhurst, A. J. (2014, June), Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22935

\bibitem{asee_peer_22935}
  Greene, H. L., \& Zhan, X., \& Anthony, A., \& Post, P. E., \& Parkhurst, A. J. (2014, June), \emph{Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22935

Howard L. Greene, Xi Zhan, Anika Anthony, Paul E. Post, and Andrew James Parkhurst.  "Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22935 Internet.  18 Apr, 2025

\bibitem{asee_peer_22935}
  Howard L. Greene, Xi Zhan, Anika Anthony, Paul E. Post, and Andrew James Parkhurst.
  "Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22935 Internet.  18 Apr, 2025

@INPROCEEDINGS{asee_peer_22935
author = "Howard L. Greene, Xi Zhan, Anika Anthony, Paul E. Post, and Andrew James Parkhurst"
title = "Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22935}
number = {10.18260/1-2--22935}
}

TY  - CPAPER
AB  -      Preparing Teachers and University Students to Translate Engineering             Research to K12 Students in an Afterschool Program                            (research to practice)Providing K12 students early exposure to engineering education is an effective way to increasetheir interest to pursue STEM-related careers. Two common exposure strategies include project-based learning and informal learning environments. Although partnerships between universities,engineers, and teachers help provide students with engaging and relevant learning experiences,they may present challenges. Partnerships that emphasize engineers working directly withstudents may be limited if engineers, who possess technical and engineering practice knowledge,lack pedagogical skills. However, teachers who have pedagogical knowledge often lack practicalengineering experience to help students learn the real-world significance of projects.A university-school partnership is described that has been designed and implemented as part ofan outreach collaboration between the Colleges of Engineering and Education at a large publicuniversity. The program aims to advance the broader impacts of federally funded engineeringresearch while increasing urban middle school students’ interest in engineering and preparingpracticing teachers and engineering students to introduce middle school students to theengineering design process.Undergraduate engineering students are mentored by research faculty in paid summerinternships, using broader impacts grant funds. In autumn, these students are joined bypracticing teachers enrolled in the College of Education in a course that teaches them how totranslate the engineering research experience into a series of age-appropriate mini-designchallenges that are team-delivered in an afterschool program at an urban middle school. Thesechallenges focus on the Design Solutions and Improving Solutions aspects of the NGSS whileutilizing everyday materials to solve a research-inspired problem.The design and delivery of the university course aligns with best practices in teacher professionallearning, providing multiple opportunities for dialogue, collaborative and iterative lesson design,practice, and feedback, all of which are likely to positively influence teachers’ and engineeringstudents’ efficacy.Researchers conducted a study to examine the following questions: Do teachers and universityengineering students learn from one another through collaboration? What, if anything, doteachers learn from engineering students about the engineering design process? What, ifanything, do engineering students learn from teachers about middle school students, lessonplanning, and pedagogy? The study employed a mixed-methods approach. Data were collectedusing interviews, observations, and a self-efficacy survey. The survey was appropriated to focuson teachers’ and engineering students’ efficacy to interest middle school students in engineering.Methods of analysis included discourse analysis, comparative analysis, and t-tests.Results reveal that the university course increased teachers’ and engineering students’ efficacy tointerest middle school students’ in engineering. Through working with engineering students,teachers reported learning more about how to offer middle school students richer examples ofengineering problems that link larger societal concerns, engineering research, and hands-ondesign challenges. As a result of interactions with experienced teachers, engineering studentsreported learning how to more clearly communicate the engineering design process andimplement targeted strategies for connecting with middle school students. Engineering studentsparticularly valued co-teaching and receiving feedback from teachers during debriefing sessions.
AU  - Howard L. Greene
AU  - Xi Zhan
AU  - Anika Anthony
AU  - Paul E. Post
AU  - Andrew James Parkhurst
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Preparing Teachers and University Students to Translate Engineering Research to K-8 Students in an After-School Program
UR  - https://peer.asee.org/22935
DO  - 10.18260/1-2--22935
ER  -