Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina-Charlotte; Lyndon Abrams, University of North Carolina-Charlotte; Deborah Bosley, University of North Carolina-Charlotte; James Conrad, University of North Carolina-Charlotte; Stephen Kuyath, University of North Carolina-Charlotte; Dawn Denney, Northwest Cabarrus High School; Kelly Teague, J.M. Robinson High School; Bill Welch, J.M. Robinson High School

Tagged Divisions

K-12 & Pre-College Engineering

modulescovering the following topics: § "Why K-12 Engineering Education?" Introduction § Diversity in Learning Styles and Self-Efficacy § Collaborative and Active Learning § Engineering Profession Overview and Academic Pathways Page 12.706.5 TECT: TECT:TEACHING ENGINEERING TEACHINGENGINEERING TO TO COUNSELORS

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

makes re-surveying an option for our assessment in the springsemester of 2007, where we intend to measure change scores on attitude, perceived self-efficacy,and enactment as influenced by intensity/frequency of PRISM usage.Descriptive results for each survey item are included in Addendum A. In general, based on theself-report survey, we found that the study strongly supports two of PRISM’s major claims: (1)that PRISM facilitates standards-based teaching and (2) that PRISM aids in the integration ofdigital technologies into the classroom. However, results for our third theme (promotingprofessional development through virtual “meeting rooms”) did not support the claim. In fact,the responses indicated only very weak PRISM efficacy for promoting

Conference Session

Gender and Accessibility Issues in K-12 Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Joel Bloom, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

-genderprograms like FEMME can be particularly effect in reaching young girls and changing theirattitudes. Initial evaluations of the FEMME program have been positive but they have beenprimarily formative in nature. The Middle School Students’ Attitude to Engineering, Scienceand Mathematics Survey has been developed to measure middle school students’ overallattitudes to engineering, mathematics and science; their knowledge about engineering careers;their self-efficacy in relation to engineering and technology-related skills and who is talking tothem about careers in engineering. All students who attended one of the 2006 summer programsat the Center for Pre-College Programs were asked to complete the survey at the beginning andagain at the end of their

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2007 Annual Conference & Exposition

Authors

Valerie Galarza, University of Puerto Rico-Mayaguez; Mariela Figueroa, UPRMUniversity of Puerto Rico-Mayaguez; Cristina Lugo, University of Puerto Rico-Mayaguez; Ricardo Rodriguez, University of Puerto Rico-Mayaguez; Francisco Rivera, University of Puerto Rico-Mayaguez; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez

Tagged Divisions

K-12 & Pre-College Engineering

that constitute a gap once freshmen –who had high-self efficacy beliefs in highschool-- enter engineering to face a rigorous math and science program and leave engineeringdue to attrition or beliefs of lack of adequacy for the career. Our objective with this research is to search what are the deficiencies in HS preparationto identify improvement opportunities so that to enhance the college experience of our studentsand improve attrition. In the next section we will review the main factors that appear in the literature as criticalfor freshmen success and subsequent retention.II- LITERATURE REVIEWA. Critical and Non-Critical Factors in Freshman Enrollment Heckel1 presented some high school factors that can influence the