Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Suzanne Sontgerath, Worcester Polytechnic Institute

Tagged Divisions

K-12 & Pre-College Engineering

. Page 23.441.4Engineering Self-Efficacy and Self-ConfidenceAs a measure of engineering self-efficacy, study participants were asked to indicate their level ofagreement with the statement “I could be an engineer, if I wanted to.” There was a statisticallysignificant difference between the study groups, with the girls who participated in the full CampReach intervention or another WPI STEM program rating themselves more highly than the othertwo groups. Post-hoc comparisons indicated a statistically significant difference between theCamp Reach Full and Camp Reach Partial study groups. A common theme in responses to open-ended questions about Camp Reach was the sense of empowerment and self-confidence createdby the program.As we were planning to

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Helena Isabel Scutt, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Samantha Ruth Brunhaver, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

underrepresentation problem in STEM. In total, this paper cites 21 journalarticles or books from 10 different journals. For each journal article cited, approximately four Page 23.1042.4  others were reviewed but not cited. Those were excluded because they were not immediatelyrelevant to the seven key practices or they were not published within the last twelve years.Table 1 summarizes three core constructs that this body of work focuses on: identity, self-concept, and self-efficacy. These constructs are measures of a sense of belonging, enjoyment,and/or competency, and have been found to play a highly influential role in men’s and women’sachievement and

Conference Session

Pre-Service Development Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

uponBandura's self-efficacy theory,7 believing that remediation of low science teachingefficacy beliefs was key to effective elementary teacher preparation programs. Since itscreation, the STEBI has been used to measure preservice elementary teachers efficacybeliefs regarding teaching science.8,9 One potential avenue for addressing this issue is the Page 23.517.2use of digital fabrication for supporting science pedagogy.  Digital fabrication enables the design and production of media content that spans severalformats from the virtual to the physical -- such as digital models inside a virtual space tophysical models made of cardstock or plastic.10 Two

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University Office of Educational Partnerships

Tagged Divisions

K-12 & Pre-College Engineering

9 items19 items (MS) 5 self-efficacy itemsThe internal consistency reliability of each subscale, as measured by Cronbach’s alpha, rangesfrom 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfyinggenerally accepted criteria for internal reliability of educational surveys (at least 0.7 for a set ofitems in social science scales 16 and as low as 0.60 for educational assessment scales 17, 18).The appropriate versions of the survey were administered using an on-line Zoomerang™platform before and after the educational intervention. The adult-version of the survey 19 wasadministered to teachers in June before the Summer Institute and on the last day of each Institutein August. Student surveys

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

for engaging K-12 students in the field at an early age. Their research furtherexplored the differences in self-efficacy among engineering students who had pre-collegeengineering experiences vs. those who did not. They found that although much literature existson the factors that affect self-efficacy of students in college, little research is available on thevalue of pre-college experiences in affecting a student’s judgment of their own capabilities.Value of Extracurricular Volunteer Service on University StudentsAmple research supports the benefits of service learning on students’ collegiate experience, bothwhen embedded as a curricular requirement and as an extracurricular offering. Our literaturesearch looked into both types of experiences

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Tillman, The University of Texas at El Paso (UTEP)

Tagged Divisions

K-12 & Pre-College Engineering

ifnecessary. Students finished the survey in an average of 10 minutes.ResultsResponse options to the engagement and self-efficacy surveys were coded with values of 3, 2, or1 for “A Lot Like Me,” “A Little Like Me,” and “Not at All Like Me,” respectively, and enteredinto PASW Statistics 18.0. Missing data were handled with multiple imputation.Factor AnalysesExploratory factor analyses (EFA). First, a series of exploratory factor analyses were done toexplore how the engagement survey items grouped together. A confirmatory factor analysisfollowed to evaluate how well the model fit the data.For the exploratory analyses, a few key standards were used for retaining factors, includingeigenvalues above one,29 scree plots,30 and the percent of variance

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

science in the future, weargue that the intervention must influence teacher and students’ goals and beliefs. Research inmotivation has demonstrated that teachers are unlikely to engage in instructional innovationsunless they are confident in their ability to instruct in this new way15,16. Teacher confidence intheir instructional skills has been called teaching self-efficacy. Likewise it is important thatstudents’ have positive/adaptive goals for learning about science. Mastery goals have beenassociated with student persistence and increases in interest over time17,18. The teacher from this Page 23.518.15learning experience wrote written

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

. Thesample size prevents confirmation that the distributions are normal, an assumption for the t test.The reason the questionable result is presented here is because it is the only composite that maybe significantly different post program. There are many factors that could have contributed to theincrease; the professional development experience could be one of those factors. Analyses fromfuture summer programs may confirm or weaken this finding.The STEBI-A instrument measures personal science teaching self-efficacy (PSTE) and scienceteaching outcome expectancy (STOE) for in-service science teachers. The instrument wasdeveloped based on Bandura’s theory of social learning.36 The theory posits that people aremotivated to perform an action if the

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, Ohio Northern University; Tyler J Hertenstein, Ohio Northern University; Morgan Sperry; Debra Kay Gallagher, Ohio Northern University; Stacy McClelland

Tagged Divisions

K-12 & Pre-College Engineering

common responses tended to focusaround two main themes: student self-efficacy in the skills necessary to work in these fields andstudent discovery of the creativity associated with these fields. Some of the representativecomments include:• Yes, because of the opportunity to be creative and to create self-confidence.• Yes, because you can awaken in them curiosity and interest in constructing and manufacturing new things.• It awakens their interest for the creation of new things and satisfaction of achieving them; it is gratifying.• I believe that yes, already out children many times do not believe that they are able to be these things; however, with these games, they can see their creations and believe it is simpler than they

Conference Session

Research Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric N. Wiebe, North Carolina State University; Malinda Faber, The Friday Institute for Educational Innovation; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Tracey Louise Collins, North Carolina State University; Alana Unfried, North Carolina State University; LaTricia Townsend

Tagged Divisions

K-12 & Pre-College Engineering

’ levels ofconfidence were mixed. Female and male students differed by less than one percentage point;Asian students had the highest expectations (94.1% responded “OK/Pretty Well or Very Well”),with Hispanic/Latino students slightly lower (91.6%), and Black/African American studentsslightly lower still (90.8%). By school-level, students varied slightly: elementary students hadthe most confidence (92.9% responded “OK/Pretty Well or Very Well”) and high school studentshad the least confidence (88.1%). Overall, though, these demographic differences were relativelysmall with regards to self-efficacy in these core STEM areas.Table 2. Upper Elementary and Middle and High School Student Demographic Characteristics

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

teachers had fewerconcerns and were beginning to think about how they could collaborate with other teachers.Teachers’ attitudes toward engineering, their knowledge of careers in engineering, and theinformation they had to help students interested in studying engineering increased as a result ofparticipating in the Medibotics program. Students’ attitudes toward engineering, theirknowledge of careers in engineering, and their self-efficacy for engineering type skills increased Page 23.787.3significantly.As information about the Medibotics program was disseminated through conferencepresentations, journal articles, book chapter11-15 and teacher learning

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

and contexts of TPD by analyzing teachers’ responses to theschools and staffing survey (SASS). Garet et al. (2001)7 identified the features that influencedthe effectiveness of TPD based on teachers’ responses from a teacher activity survey. Lowden(2005)14 evaluated TPD and its impact on teacher change by applying a designed survey.Posnanski (2002)15 analyzed the TPD model that was developed by Haney, Czerniak, and Lumpe(1996)16 and elementary science teachers’ self-efficacy beliefs based on the data collected froman evaluation form and a survey that included open-ended questions.C. Previous Studies about Teachers’ Evaluations of Engineering TPDFor TPD in engineering, only a few studies have investigated the evaluations of TPD fromteachers

Conference Session

iSTEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy S Klein-Gardner, Harpeth Hall School and Vanderbilt University; Crystal Tricia Chukwurah, Duke University

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Beer’s Law ModuleDesign Process Portfolio Scoring RubricEngineering Cartilage Regeneration! Summer Physics Camp for GirlsClues to becoming a STEM Major: How the Top 5 STEM Projects in IndependentSAT Questionnaire and AP exam taking Schoolspatterns & performance can predict STEMmajorsAppendix BConcurrent Session C Concurrent Session DResearch and Curriculum: Biofilms and Inspired Design: Engaging Girls in STEMDeutschland through Product DevelopmentEngineering, implementing and assessing a Engaging Girls in STEM: What therich STEM educational experience research showsImproving Girls' Self-Efficacy Micro-messages: The