Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Ethan Danahy, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

can lead to less effectivecurriculum implementation, and, even worse, lower student efficacy in that content area 20.The project team did not have a validated tool to measure the teachers’ EDP content knowledge,but were able to use a newly validated tool to measure the teachers EDP. The EngineeringDesign Self-efficacy Survey developed by Carberryet al.21measures one’s self-efficay,motivation, expectancy, and anxiety towards carrying out the EDP. The tool was developed todiscern individuals self-efficacy towards the EDP and was applied to groups ranging from littleto no engineering background to experts in the field (professional engineers and engineeringprofessors).ResultsThe teachers who participated in the summer workshop each took the

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Adam Carberry, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

-teachercollaboration can provide teachers with the expertise and tools necessary to overcome lowconfidence, which may inhibit their ability and willingness to teach these topics.5For the purposes of this paper, we will be examining aspects of STOMP regarding K-12teachers’ acquisition of STEM content knowledge. We will specifically look at engineering andtechnology, which are the most recent additions to the Massachusetts’ Curriculum Frameworks.2We will take a closer look at the three-phase model that governs the program and the roles of theK-12 teacher. We will also investigate how this program affects teacher self-efficacy,perceptions, and interest regarding the teaching of engineering and technology.Theoretical FrameworkTo ensure that teachers gradually

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University; Lisa Grable, North Carolina State University; Patricia Dixon, Florida State University; Sharon Schulze, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

Institutional Review Board at each university, with anapplication package including the survey instruments and informed consent letters for teachersand students. In addition to quantitative measures of participation and diversity, the assessmentincludes attitudinal measures of problem-solving and self-efficacy.8,9,10 Also, qualitativereflections completed by teachers, Young Scholars, and middle school students are collectedonline at the completion of each activity. Mentors and ERC precollege staff perform Page 15.969.6longitudinal follow-up electronically. This follow-up itself may have a positive effect onprecollege participants, helping them see

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal Corbett, Louisiana Tech University; Galen Turner, Louisiana Tech University; David Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

-world applications of science and engineering. This project provides a hands-on, contextualapproach to student learning, as well as teacher professional development. As part of thecurriculum, data is being collected on student outcomes that quantify high school students’academic self-efficacy, real world problem solving, critical thinking skills, achievement inmathematics and the sciences, motivational and goal orientation, and vocational or careerinterests in STEM fields. Additionally, teacher outcomes, including self-efficacy, are beingmeasured. This poster/paper will present the curriculum developed through the collaborativepartnership between K12 schools systems and university.IntroductionNumerous publications in recent years have expressed

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Laura Bottomley, North Carolina State University; Justin Osterstrom, Combs Elementary Scho

Tagged Divisions

K-12 & Pre-College Engineering

this data is quite timely, because this course isunique among offerings across the country. The pre-service teachers in the class represented avariety of backgrounds, but generally displayed lower self-efficacy than engineering students oftheir age. The general lack of understanding of such students with regards to engineering,including the differences and similarities among the various STEM disciplines as well as theirown feelings of fear and/or inadequacy when faced with problem solving tasks may represent asignificant barrier to the potential recruiting success of future engineering students. This paperwill describe the results of self-efficacy assessments, the methods used in presentation of thecourse material and the ways in which the

Conference Session

Assessment of K-12 Engineering Programs & Issues

Collection

2010 Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Emily Medders, Southern Wesleyan University; Cheryl Cass, Clemson University

Tagged Divisions

K-12 & Pre-College Engineering

? What went well?  Self-efficacy for Why did you want to  What have you learned this week? Scientific research participate in this RET  What have you been doing related to your  Self-efficacy for teaching program? engineering teaching module? engineering What do you hope to get  How confident are you feeling this week about  General program out of the RET program? teaching your students about engineering?Table 2. Coding structure to measure RET interns’ functionality as scientific researchers.Constructs 1. Low 2. Low-Middle 3. High-Middle 4. High Internal vs

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston; Cathy Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

. Each EiE unit has commonelements, including a four-lesson structure. The first lesson introduces a field of engineering anda design challenge through a fictional story. The second lesson explores the field of engineeringmore broadly through hands-on activities. The third lesson includes a controlled experiment formore in-depth exploration of different materials, processes, or design elements that will informthe final design. For the fourth lesson, students plan, create, test, evaluate and improve theirdesigns. As a result of engaging in engineering challenges and better understanding engineeringconcepts and being exposed to the kind of work of engineers do, some students might also reportincreases in their attitudes and self efficacy related

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

approach in Studio STEM applies the “dual-space model” 21 of thedesign studio which allows youth to clarify the content of the problem and its relational context,both essential to a design-based approach.Motivation and BelongingnessAlthough teachers often claim that students are interested in and enjoy the use of innovative Page 15.1138.4technology and engineering-design projects, there is little empirical evidence to demonstrate howsuch projects affect student motivation in science and math. The data gathered from this projectrelate to constructs in the expectancy-value, self-efficacy, and interest theories.Expectancy-Value Model of

Conference Session

Teacher and Counselor Professional Development

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

, coupled with high anxiety and low self-efficacy can lead to low teachereffectiveness and lack of interest from the K-5 students. At our institution, The College ofNew Jersey (TCNJ), it was felt that the Department of Technological Studies, housed withinthe School of Engineering, was well positioned to provide a unique K-5 academic major bycombining the T&E with the M&S components of STEM, resulting in a program breadth thatmatches well the breadth of skills needed by a highly skilled K-5 teacher.Such a program was established at TCNJ in 1998 and is formally referred to as the Math-Science-Technology or MST program. The program has substantial requirements in allSTEM areas, and takes a truly integrated-STEM approach. To the authors

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

Area and Salinas and shown to improve participants’ interest in science,content knowledge and self-efficacy. The Family Science Courses are designed and taught byengineering undergraduate and graduate students to families at schools in the evenings. EachFamily Science Course consists of five evening sessions of two hours each. Families are invited(including younger siblings). Formative assessments such as Exit Slips (three questions checkingfor content understanding) are conducted at the end of every session. Pre and post tests areconducted in each Family Science Course. Food is provided at every session. Instruction istranslated into Spanish if the majority of families are Hispanic and non-English speaking. Topicsillustrate the real-world

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Laura Winn, Virginia Military Institute; Gary Winn, West Virginia University; Robin Hensel, West Virginia University; Reagan Curtis, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

Academies Press.Washington, DC. 346 pages.3. McLaughlin, D.K., Lichter, D.T. and Matthews, S.A. (1999). "Demographic Diversity and Economic Change inAppalachia". Population Research Institute, Pennsylvania State University. p. 18.4. ibid., p. 123.5. ibid., p. 1266. ibid., p. 147. ibid., p. 468. ibid., p. 329. ibid., p. 16010. ibid., p. 21011. ibid., p. 21512. ibid, p. 22213. American Association of University Women (AAUW). (1998). "Gender gaps: Where schools still failour children." Washington, DC: AAUW Educational Foundation.14. Lupart, J. L., & Odishaw, J. (2003). "Canadian Children and Youth At-Risk." Exceptionality EducationCanada, 2 & 3(13), 9-28.15. Post-Kammer, P., & Smith, P. L. (1985). "Sex differences in Career Self-Efficacy

Conference Session

Thinking, Reasoning & Engineering in Elementary School

Collection

2010 Annual Conference & Exposition

Authors

Gerald Mora, New Mexico Tech; Ricardo Negron, WPAFB; Robert McGahern, DDR&E; Eugene Brown, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

content and processes knowledge, enhance teacherattitudes and dispositions toward best teaching practices, enhance teacher self-efficacy throughattitudes of preparation in content and teaching skills, and to introduce the research-basedcurriculum.Changes in Teacher Content Knowledge—Teacher content knowledge changes were measuredwith pre/post content tests prior to and after the summer institute component of the professionaldevelopment. The tests were a mixture of multiple choice, extended answers, and in some cases Page 15.909.4performance assessments.Table 1 indicates that, overall, the 196 teachers who participated in the summer

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

learn what they are taught and what they spend time doing rather than what isintended2. For example, content of the enacted curriculum is a reliable predictor ofstudent achievement gains3,4. Measures of the enacted curriculum can also be used toinvestigate the quality of instruction and curriculum implementation5. In this case westudy the enacted curriculum to try to understand where explicit integration occurs, whichin turn addresses some of the necessary pre-conditions that allow students to transferknowledge to new tasks and to situations beyond the classroom. The enacted curriculumis interesting to study using video analysis because we can review what was actuallytaught to the students and compare it to the intended curriculum. (Teacher

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Tom Benton, University of Texas, Austin; William McKenna, University of Texas, Austin; Pat Ko, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

andincluded some that we wrote. It uses a 5-point Likert scale to measure agreement with avariety of statements, falling into several broad categories: • Societal role engineering (ex: I see engineering as addressing human needs.”) • Technical characterization of engineering (ex: “I see engineering as a career that uses lots of math.”) • Self-efficacy (ex: “I am good at technology,” or “I enjoy science.”) • Engineering education (ex: “Creative students should become engineers.”)Overall, the participants see engineering as a highly technical field offering great benefitsto humanity. They rated themselves as being proficient in pertinent technical areas, valuebalance within teams, and see teamwork as being commonplace in and

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological Univeristy

Tagged Divisions

K-12 & Pre-College Engineering

measurements. • Our Mission to be Green: The Arthur Hill H.S. DIPLOMATS are researching, designing, and constructing a Michigan Natural Green Spot, consisting of a variety of floral plants, vegetables, and shrubs along with a pathway in an 80 x 130 foot area on the school’s campus. It will provide an educational space for the students and a place for the community to visit. • Underwater Remotely Operated Vehicle (ROV) Competition: Utica Community Schools students participated in the annual MATE (Marine Advanced Technology Education) Underwater ROV competition. Preparation for this starts early in the school year and extends beyond the end of the year into the summer months. In 2009, the Utica team