Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Stephen Kuyath, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

TechnologyAbstractThe future of America’s global competitiveness depends upon a well-educated, technologically literateworkforce. However, if proactive measures are not taken in the near future, the United States will face aserious shortage of scientists, engineers, technologists, and mathematicians because high school students,especially those from underrepresented groups, are increasingly losing interest in these subjects. The keyin reversing this trend lies in our ability to promote science, technology, engineering and math (STEM)subjects and professions in a more socially relevant, real-world context and to recognize the differences inlearning styles and self-efficacy between males, females and minorities. In an effort to increase thenumber and diversity

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

described.Teacher Related ResultsScience Teaching EfficacyThe Science Teaching Efficacy Beliefs Instrument (STEBI) is an instrument based onBandura’s definition of self-efficacy as a situation-specific construct. The instrument wasdeveloped by Riggs and Enochs 7 to measure efficacy of teaching science. The STEBIconsists of 23 statements which are divided to provide two sub-scores, which are randomlyembedded in the instrument. Thirteen of the statements yield scores for the PersonalScience Teaching Efficacy (PSTE) subscale, which reflect science teachers’ confidence intheir ability to teach science. The remaining ten statements yield scores for ScienceTeaching Outcome Expectancy (STOE) subscale, which reflect science teachers’ beliefsthat student learning

Conference Session

K-12 Engineering Outreach Programs

Collection

2008 Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Bruce Brydges, SUNY Potsdam; Gail Gotham, SLL BOCES; James Carroll, Clarkson University; Peter Turner, Clarkson University; Douglas Bohl, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

benchmark tocompare the attitudes and self-efficacy of our students. Based on the assumption that studentswith high self-perception of capabilities display high motivation and attain high achievement, 16- 20 data are being collected from students of teachers in the STEM partnership grant and acomparable group of students. Some of the TIMSS self-efficacy questions (“I like Math, I amgood at math”, etc) have also been asked of students in the K-12 PBLP program for several yearsand preliminary data are available for the students who just completed the extracurricular VEXrobotics competition. Figure 3 illustrates the responses of our Partnership students incomparison with the 1999 national averages. 21 It is clear that the students who completed

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Juanita Jo Matkins, College of William and Mary; John A. McLaughlin, McLauglin Associates; Eugene Brown, Virginia Polytechnic Institute and State University; Gail Hardinge, College of William and Mary; Nancy West, College of William and Mary; Robert Stiegler, Naval Surface Warfare Center, Dahlgren Division; Kirk Jenne, Office of Naval Research

Tagged Divisions

K-12 & Pre-College Engineering

AC 2008-2810: EVALUATING A COMPREHENSIVE MIDDLE SCHOOLOUTREACH PROGRAM—THE RESULTSJuanita Jo Matkins, College of William and Mary Juanita Jo Matkins is an Assistant Professor of Science Education at the College of William and Mary. She was a K-12 teacher for 18 years, and the Virginia recipient of the 1995 Presidential Award for Excellence in Secondary Science Teaching. She has written and published several papers and reports on various issues in teacher education, including assessment, gender and multicultural issues in science education.John A. McLaughlin, McLauglin Associates John McLaughlin is a senior consultant in strategic planning, performance measurement, and program

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Patricia Tolley, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte; Michael Phillips, Department of Engineering Technology, University of North Carolina at Charlotte; Adam Harris

Tagged Divisions

K-12 & Pre-College Engineering

to complete it (r = .60, p < .01). Not surprisingly, studentswho planned to major in engineering/technology were much more likely to be confident in theirability to complete their degree (r = .71, p < .01). Table 3: Pearson Correlations for Students’ Perceptions of the NCJETS Clubs, Academic Self- Efficacy, and Attitudes toward Engineering/Engineering Technology Enjoy Interest Math Sci Understand Major Conf Contribute Enjoy 1 Interest .37** 1 Math .16** .16** 1 Science .18** .12* .40** 1 Understand .20** .39** .24** .30** 1 Major .13* .55** .16** .11 .45** 1

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Jill Andrews, University of Michigan; Lorelle Meadows, University of Michigan; Joy Oguntebi, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

13.510.15Measuring progress is the primary responsibility of the College’s resident experts in engineeringeducation evaluation, who routinely provide assistance and expertise to conceptualize, develop,and carry out evaluations of educational innovations. The plan developed for this partnershipemploys short-term and long-term surveys, anecdotal questions, participant and student tracking,and performance measurement. In addition, joint assessment strategies focus on evaluating theexperiences of all participating individuals as well as the operational effectiveness of theprogram. For the first year, partners are evaluating YPSD secondary students’, FacultyAffiliates’, and Teaching Fellows’ experiences in learning, teaching, and mentoring. Over time,the annual