Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Jennifer Buelin-Biesecker, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engaged in an engineering designchallenge that produced a physical and/or working model. Images of the resultingmodels, technical drawings, and poster presentation materials were displayed on awebsite which was accessed by a team of nine independent expert raters. Creativeoutcomes were evaluated using a web-based version of the CAT as measured by theexpert raters. Online survey software featuring a series of Likert-type scales was used forratings. The raters viewed project images on larger computer screens and used iPads toinput their assessments. Student participants also completed a self-reporting creative self-efficacy inventory scale. Using nonparametric bivariate correlation researchersinvestigated the relationship of creative outcomes and

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Area developed theSTEM Institute, a three-week program for current high school freshmen and sophomoresinterested in exploring Science, Technology, Engineering and Math (STEM). The programintroduces STEM through experiential learning using hands-on/real-world projects,classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields ofstudy.This paper describes the evolution of the STEM Institute, including challenges encountered andstrategies employed to overcome those challenges. It also examines the effect that the programhad on student interest and self-efficacy in STEM, employing non-parametric statistical tests tocompare repeated measurements of student interest and self-efficacy. Program impact on thesubject

Conference Session

Diversity in K-12 and Pre-college Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Wenshen Pong, San Francisco State University; Nilgun Melek Ozer, San Francisco State University; Hamid Mahmoodi, San Francisco State University; Hao Jiang, San Francisco State University; Cheng Chen, San Francisco State University; Hamid Shahnasser, San Francisco State University; Nick Patrick Rentsch, San Francisco State University

Tagged Divisions

K-12 & Pre-College Engineering

and implementing the curriculum; engaging industry partners and engineeringprofessionals; and encouraging family involvement in program activities. Program outcomesassessments include pre- and post-program student surveys that measure student interest inpursuing an engineering degree, academic self-efficacy and motivation, attitudes and enthusiasmof participants towards the program activities, knowledge of specific engineering topics, andawareness of resources and skills needed for success in engineering. A follow-up survey has alsobeen developed to track changes in student attitudes, interests, and educational plans years afterparticipating in the program. The paper presents the results and lessons learned from five yearsof implementation of

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. As a psy- chometrician, she revised the PSVT:R for secondary and undergraduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 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

Tagged Divisions

K-12 & Pre-College Engineering

AC 2009-885: THE TECT WORKSHOP: RAISING HIGH-SCHOOL TEACHERS’AND GUIDANCE COUNSELORS’ SELF-EFFICACY IN COUNSELINGSTUDENTS ABOUT ENGINEERING CAREERS AND MAJORSBruce Gehrig, University of North Carolina, Charlotte Associate Professor, Department of Engineering Technology and Construction Management. PI for the Teaching Engineering to Counselors and Teachers (TECT) project.Lyndon Abrams, University of North Carolina, Charlotte Associate Professor, Department of CounselingDeborah Bosley, University of North Carolina, Charlotte Associate Professor, Department of EnglishJames Conrad, University of North Carolina, Charlotte Associate Professor, Department of Electrical and Computer EngineeringStephen Kuyath

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tiffany Iskander, University of Utah; Paul Gore, University of Utah; Cynthia Furse, University of Utah

Tagged Divisions

K-12 & Pre-College Engineering

interest inventories (also referred to as measured interests) assess interests forschool subjects, occupational titles, work-related activities, and vocational activities.Students with science and engineering-related measured interests choose related majors ata higher frequency, and are more persistent in those majors. A recent meta-analysissuggests that interests begin to stabilize in early adolescence (Low, Yoon, Roberts &Rounds, 200510) indicating potential for early career intervention. It also appears thatSTEM-related self-efficacy beliefs are important co-determinants of college major choiceand performance. Self-efficacy beliefs are developed through a number of psychologicalmechanisms – the most influential being personal performance

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Figure 1. Team of students trying to complete one of the tasks (picking up an object formthe bottom of the water tank and bringing it to the surface) of the design competition.Metric developmentThere is a need for specific metrics to measure the impact of outreach activities on high schoolstudents’ attitudes toward STEM disciplines. Meta-analysis of the literature on students’transition from secondary to post-secondary education reveals the following measures as theprimary factors that impact students’ perspectives of STEM disciplines 8-9, 20-24. Self-efficacy: The belief that one can persist in STEM disciplines, overcome obstacles, stress and failures, and achieve competencies to fulfill the requirements of a STEM curriculum

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosemary L Edzie, University of Nebraska ; Brett Meyer, University of Nebraska-Lincoln College of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

STEM degrees. Past researchers argued thatincreased levels of exposure to pre-collegiate math and science will lead to higher self-efficacy,which may then lead to an increased likelihood for enrollment in and persistence through acollegiate STEM degree program4-7.Middle school age students self-selected to participate in an engineering afterschool activity thatwas hosted by a midwestern university, in addition to participating in the activity, students wereassessed to determine the impact the activity had on the students’ (1) self-efficacies as it relatesto STEM and overall (2) perceptions of STEM. The students’ self-efficacies were measured bythe administering of the Motivated Student Learning Questionnaire and the STEM SemanticsSurvey

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

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Howard L. Greene, The Ohio State University; Xi Zhan, Department of Educational Studies, The Ohio State University; Anika Anthony, The Ohio State University; Paul E. Post, The Ohio State University; Andrew James Parkhurst, Ohio state university

Tagged Divisions

K-12 & Pre-College Engineering

in engineering and preparing practicing teachers and engineering students tointroduce middle school students to the engineering design process. This paper describes theTEK8 university-school partnership and presents results from a preliminary study conducted toexamine the partnership’s effectiveness for preparing teachers and engineering students tointerest middle school students in engineering. Data were collected using interviews,observations, and a teacher self-efficacy survey. The survey was appropriated to focus onteachers’ and engineering students’ self-efficacy to interest middle school students inengineering. Methods of analysis included discourse analysis, the constant comparative method,and the nonparametric 1-tailed Wilcoxon

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irina Igel, Polytechnic Institute of New York University; Ronald Leonel Poveda, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

Mindstormsrequires a certain level of teacher’s engineering self-efficacy, which can only be gained throughdeliberate practice and engineering experience.25—27 Over the years, engineering educationresearchers have developed a variety of instruments to measure engineering self-efficacy.28—30These measurement instruments are often used to examine an individual’s drive for engineeringand need for additional pedagogical support, as well as a basis to group individuals for designprojects.28 For K-12 teachers, engineering self-efficacy may be gained and sustained throughwell-designed LEGO Mindstorms-based training that takes into consideration teachers’ priorskills and engineering self-assessment. In this paper we examine the effectiveness of LEGO robotics

Conference Session

Impacts on K-12 Student Identity, Career Choice, and Perceptions of Engineers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kimberly A.S. Howard, Boston University; Jacob William Diestelmann, University of Wisconsin - Madison; Tsu-Lun Huang; Lauren E. Aneskavich; Kevin Cheng; Benjamin Bryan Crary, University of Wisconsin - Madison; Jean DeMerit, UW–Madison; Tam Mayeshiba, University of Wisconsin-Madison; Amy K. Schiebel, Edgewood College; Susan C. Hagness, University of Wisconsin, Madison; Steven M. Cramer P.E., University of Wisconsin, Madison; Amy E. Wendt, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

135Male 235 130White 315 192Hispanic/Latino 72 30African American 64 29Asian/Pacific Islander 11 11Native American 0 1Multi-racial or Other 1 2Low Income 221 121Not Low Income 242 144Middle School Self-Efficacy Scale (MSSE). At present, no validated engineeringefficacy/outcome expectation measures exist that are appropriate for use with middle school-aged youth. Further, measures of social cognitive variables focus on individuals

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

senior mathe- matics education majors during their student teaching.Dr. Elizabeth Dianne Johnson, The College of New Jersey Page 22.1044.1 c American Society for Engineering Education, 2011 Math anxiety and math teaching beliefs of a K-5 integrated-STEM major compared to other teacher preparation majorsAbstract:In this work math anxiety, math teaching self-efficacy (SE) and math outcomes expectancy(OE) are measured on a large sample of K-5 teacher candidates, where the teacher candidatesvary among several STEM and non-STEM majors. One of the STEM-oriented majors,referred to as the Math

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

, scientists, designers, and architects.As Wirkala and Kuhn (2011) explain, most research on PBL has focused on adult students inmedical schools, and results have not been conclusive regarding PBL’s effectiveness. In K-12and post-secondary settings, implementation papers are more common than reports thatempirically demonstrate PBL's effectiveness. However, in the limited number of publishedstudies conducted at the middle school level, PBL has been shown to increase achievement incomprehension of instructional concepts (Wirkala & Kuhn), science achievement (Liu, Hsieh,Cho, & Schallert, 2006), science self-efficacy (Liu et al. , 2006), and transfer of problem-solvingskills (Pedersen & Liu, 2003). Kolodner et al. (2003) also describe results

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

Focus on Elementary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

approachpermitted engineering contextual-based discovery/analysis learning experiences thatutilized intentionally aligned engineering processes with content and concepts presentedthrough the study of science, language arts, social studies, and mathematics.Targeted measures of student science, engineering, and design competency, studentattitudes toward STEM, student STEM self-efficacy, and teacher STEM self-efficacywere gauged in a pre-assessment/survey and a post-assessment/survey format. The Pre-Assessment Understanding of Science and the Post-assessment Understanding of Scienceinstruments along with the Pre-Assessment Understanding of Engineering and Designand the Post-Assessment Understanding of Engineering and Design instruments weredeveloped by the

Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Massa, Springfield Technical Community College; Michele Dischino, Central Connecticut State University; Judith Franzosa Donnelly, Three Rivers Community-Technical College; Fenna D. Hanes, New Engalnd Board of Higher Education; James A. DeLaura, Central Connecticut State University

Tagged Divisions

K-12 & Pre-College Engineering

for their own learning, is ideally suitedfor supporting the development of metacognitive self-regulation23,35,36. In this study, we definedmetacognitive self-regulation as pre-service teachers’ ability to apply specific learning strategiesto plan, monitor, and evaluate their learning while solving real-world problems.MethodThis pilot study was conducted during the spring 2011 semester as an observational case study37,38, 39. Quantitative and qualitative measures were applied to better understand how and in whatways does engagement with the STEM PBL Challenges affect pre-service TEE students’ (1)knowledge of PBL pedagogy, (2) critical thinking skills and metacognitive self-regulation, and(3) motivation and self-efficacy for applying PBL

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

uses a combination of multiple choice and Likert-type summatedrating scales to address four measures of students’ energy literacy - energy-related knowledge(38 items), attitudes toward energy issues (13 items), feelings of self-efficacy (4 items, containedwithin the attitude subscale), and energy consumption behaviors and intentions (10 items).Questions contained in the Energy Literacy Survey are broad in nature, and are not intentionallyrelated to the course content. Table 3: Summary of Data Collection Procedures Administered to… A Measure of… Quantitative

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber Leigh McFarland Kendall, Tufts University; Kristen Bethke Wendell Ph.D., University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

self-efficacy mayavoid developing better practices in exactly those areas in which they need the mostimprovement.16,17 Additionally, teachers who believe in the efficacy of their teaching onstudent learning have a profound effect on their classrooms, exhibiting longer-lastingconfidence and persistence, offering more productive feedback, and providing betteracademic focus.17,18 Self-efficacy can be measured for different subjects, so that ateacher who exhibits low self-efficacy for teaching English may have higher self-efficacyfor teaching science, and even one’s self-efficacy toward learning science and teachingscience may differ.19 Along this reasoning, Riggs developed an instrument to measurespecifically elementary school teachers’ beliefs

Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Don Engelberg, Queensborough Community College; Cheryl Bluestone, Queensborough Community College; Amy Bieber, Queensborough Community College; James Valentino, Queensborough Community College; Patrick Wallach, Queensborough Community College; Joseph Goldenberg, Queensborough Community College; Clara Wajngurt, Queensborough Community College; Paul Marchese, Queensborough Community College

Tagged Divisions

K-12 & Pre-College Engineering

affective measures related to increased interest in andawareness of careers related to photonics or other STEM fields. We were particularly focused on Page 11.1055.11reaching underrepresented ethnic/cultural groups and females. Research suggests that the barriersto greater involvement in STEM careers for underrepresented minority groups and women arestrongly related to factors such as people’s beliefs about their competence in the science-relatedareas2,3,6. Specifically, low self-efficacy beliefs, lack of encouragement, and a lack of access tomaterials and resources together with other cultural, familial, and socioeconomic factors conspireto keep

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

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

in this study. Page 22.1469.8Data analysis The paired sample t-test is a statistical technique that used to compare two populationmeans in the case of two samples that are correlated. Generally, it used when measurements aretaken from the same subject before and after the treatments37. Therefore, to compare the impactof the STEM PD, the paired samples t-test were conducted to analyze the pre and post surveys,teachers’ self-efficacy of teaching science/mathematics within engineering context. On the other hand, in order to standardize the answers of the open-ended question in theEngineering design cycle survey, a coding framework was

Conference Session

Research to Practice: STRAND 4 K-12 Engineering Resources: Best Practices in Curriculum Design (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayora Berry, Boston University; Don DeRosa, Boston University

Tagged Divisions

K-12 & Pre-College Engineering

ECD Self-efficacysurvey measures teachers’ engineering curriculum design self-efficacy. This new scale consistsof eight subscales that are rated on a 6-point Likert type agreement scale (Strongly Disagree,Disagree, Slightly Disagree, Slightly Agree, Agree, Strongly Agree). A three step process wasused to develop and validate the survey. First the constructs and associated items were defined.A literature review resulted in the selection of eight factors that are pertinent in engineeringcurriculum design: (1) K-12 Engineering Content, (2) Industry Engineering Content, (3)Engineering Design Process, (4) Project-based Learning, (5) Student Learning, (6) IntegratedLearning, (7) Teaching Coherence and (8) Curriculum Planning (see Appendix A for

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; George Edward Turner Jr., Auburn University; Randall William Colvin, Auburn University; Mary Lou Ewald, Auburn University

Tagged Divisions

K-12 & Pre-College Engineering

mathematical concepts in the context of engineering design challenges, teacherswork in teams on design projects that involve constraints, optimization, and predictive analysis.In this study, we measure not only changes in science content knowledge, but changes inattitudes toward engineering and changes in self-efficacy to teach engineering. Theoretical Framework Learning is not an individual, isolated process; it involves the interchange of ideas Page 24.106.6   5  between teacher and student and among peers

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Self-Efficacy (LAESE) — High School Version survey is theprimary instrument for evaluating student self-efficacy, feelings of inclusion and outcomesexpectations.10 The LAESE undergraduate instrument has been tested and validated on male andfemale engineering students and measures self-efficacy of undergraduate students studyingengineering or high school students. 10 LAESE survey instruments are available through theAssessing Women and Men in Engineering web-site: www.AWEonline.org. LAESE covers thefollowing aspects of self-efficacy:10 • Student efficacy in “barrier” situations • Outcomes expected from studying engineering • Student expectations about work load • Student process of choosing a major • Student coping

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 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; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

between science, mathematics and real-worldengineering. Survey instrument were developed to measure Teachers’ Attitudes to Engineeringand Knowledge of Engineering Careers and Students’ Attitudes to Mathematics, Science andEngineering, Knowledge of Engineering Careers and self-efficacy for engineering skills.To help more students appreciate the role of technology and engineering in today’s society, andincrease the number of students interested in pursuing careers in STEM fields, particularly thosein generally underrepresented populations, the Center for Pre-College Programs has developed anew program centered on the unifying topic of robotics using biomedical engineeringapplications. Engineering design activities are powerful tools for 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

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Marisa Exter, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Todd P. Shuba, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Mindy Hart, EPICS; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

engineering using a mixed-methods approach grounded in Social Page 24.826.2Cognitive Career Theory (SCCT)26. SCCT has its roots in Bandura’s Social Cognitive Theory(1997, 2001)27-28, which posits that personal characteristics, behaviors, and environment all playimportant roles in an individual’s academic and career choices. These choices are influenced bythree main factors: self-efficacy, outcome expectations, and personal interests. Brown andLent (1996)29 found that people choose not to follow certain career paths because of faultybeliefs they may hold about their own self-efficacy or faulty outcome expectations aboutacademic endeavors and/or

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University; Jerome P. Lavelle, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

assess science understanding, engineering and designunderstanding, identify STEM attitudes, engineering self-efficacy, and student assessment ofteacher effectiveness. This was accomplished through an online survey format. The STEMcoordinator was sent a survey link for the students, the STEM coordinator prepared eachcomputer in the school laboratory (accessed the link on each computer), students completed theassessments and surveys, the students clicked “submit” and the results were made accessible tothe researchers in coded format. The pre-assessment of the Understanding Engineering Designinstrument was administered January 20, 2010, and the post-assessment was administered April14, 2010. The pre-assessment of the Understanding of Science

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