A Longitudinal Evaluation of an AP Type, Dual-Enrollment Introduction to  Engineering Course: Examining Teacher Effect on Student Self-Efficacy and Interest in Engineering (Evaluation)

Amy Annette Rogers; J. Jill Rogers; James C. Baygents

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Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Interest & Identity
Tagged Division: Pre-College Engineering Education
Tagged Topic: Diversity
Page Count: 12
DOI: 10.18260/1-2--31968
Permanent URL: https://peer.asee.org/31968
Download Count: 341

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Paper Authors

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Amy Annette Rogers Delaware State University

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Dr. Amy Rogers has an earned Ph.D. in Social Psychology. Her current appointment is as Associate Professor and former Chairperson of the Department of Psychology at Delaware State University. She specializes in areas surrounding social justice. Her current application of social justice principals is in the area of the access/success of women/girls to science, technology, engineering, and math education and careers for which she recently served two years at the National Science Foundation as a grant administrator. Dr. Rogers provides statistical and methodological consulting on a variety of research, evaluation, and assessment projects.

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J. Jill Rogers University of Arizona

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J. Jill Rogers is the assistant director for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP-type, dual credit college level, introductory engineering course offered to high school students. In 2014, the ENGR 102 HS program won the ASEE best practices in K-12 and University partnerships award. Over the years Rogers has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curricula for formal and informal education venues, and developed robotics outreach programs for children’s museums and K-12 schools. Rogers is a certified teacher and holds a Master’s of Science in Education. Her Master’s thesis topic examined middle school student attitudes towards robotics and focused on gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. Her interest lies in the K-12 pathways to engineering and ways to bring young people, particularly under represented populations, into STEM careers.

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James C. Baygents University of Arizona

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James C. Baygents is the associate dean of the College of Engineering at the University of Arizona. His primary responsibilities include academic affairs and recruitment, admissions and retention programs. Baygents is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at the UA. He joined the Engineering faculty as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering. Baygents has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of Engineering Award for Excellence at the Student Interface. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. Baygents is head of the ENGR 102 HS team that was recognized in 2014 by ASEE for best practices in K-12 University partnerships.

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Abstract

A Longitudinal Evaluation of an AP Type, Dual Enrollment Introduction to Engineering Course: Examining Teacher Effect on Student Self Efficacy and Interest in Engineering (Evaluation)

Abstract ENGR 102 HS is an introduction to engineering course taught by 37 high school teachers in both public and private high school classrooms. This university level, dual enrollment course offers high school students three units of credit towards an engineering degree. Unlike an Advanced Placement (AP) class, students who successfully complete the course receive a university transcript. In the ten years since the initial pilot, more than four thousand high school students have taken the course and of those, 2704 students have enrolled and received college credit. With a nearly identical core curriculum as the semester long, ENGR 102 on campus course, the high school program runs for a full school year and thus provides students with increased contact time. Extra classroom time in the high school program allows students to participate in service learning projects, online modules and multiple teacher-designed hands-on projects. Each spring students in the program are asked questions about multiple topics as part of a course evaluation survey. In this longitudinal evaluation, we examine seven years of survey data and report on changes over time in teacher (n=66) effectiveness and explore how teachers influence student self-efficacy and interest in pursuing a career in engineering. The effects of teacher/student gender match was also explored. Teachers with engineering degrees were compared to teachers without and no significant differences were found in effectiveness, course quality or student interest in engineering. However, when students were divided by gender, results showed that female students preferred teachers without the master’s in engineering whereas teachers with the master’s in engineering were preferred by male students.

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Rogers, A. A., & Rogers, J. J., & Baygents, J. C. (2019, June), A Longitudinal Evaluation of an AP Type, Dual-Enrollment Introduction to Engineering Course: Examining Teacher Effect on Student Self-Efficacy and Interest in Engineering (Evaluation) Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31968