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

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Shauna O'Hurley, Rochester Institute of Technology; Robert P. Lillis, Evalumetrics Research; Betsy Khol, Women in Engineering; Robert D. Garrick, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

identified for various components of the logic model. Interest in science, attitudesrelated to interest, e.g. gender bias, and self-efficacy can be measured with surveys and one-on-one or focus group interviews.20,21 Commitment to science education and/or careers cangenerally not be observed or measured within the time and resource restraints of the program.However, social scientist often use “behavioroid” measures, that is, a measure of commitmentthat more than an expressed attitude but not an immediately observed behavior.22 Unlikeattitudinal measures, e.g. checking yes to a survey item, “I would like to attend more scienceeducation”, behavioroid measures entail a commitment to a behavior such as signing up for anactual future training.The

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

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joan Barth, University of Alabama; Debra M. McCallum, University of Alabama; Beth Todd, University of Alabama; Rosanna E. Guadagno, University of Alabama; Beverly Roskos, University of Alabama; Carmen Burkhalter, University of Alabama; Marion J Goldston, University of Alabama

Tagged Divisions

K-12 & Pre-College Engineering

science, but also students’ self-perceptions of their abilities (e.g., self concept, efficacy,expectations for success) and their interest in math and science. Models of academicachievement and occupation choices 2,4,7 suggest that self-perceptions and expectations forsuccess are the more proximal predictors of academic and career choices. In fact they are betterpredictors than actual achievement indicators such as math and science grades. Efficacy beliefsare also strong predictors of adaptation and change as well as academic aspirations, level ofmotivation and resilience.2 For these reasons, we examine students’ self efficacy and interest inmath and science as our primary measures of academic outcomes post-transition.To summarize, the purpose of

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Suzanne L. Berliner -Heyman, New Jersey Institute of Technology; Rosa M. Cano, NJIT; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

programs47.Increased self-efficacy is important for continued learning and persistence when learningbecomes more complex or students have difficulty. A classroom environment that supportscollaboration and positive interactions among students is also important. Unfortunately,insignificant changes in objective measures of students’ learning and attitudes toward STEM areoften found with high-achieving students such as those who attend enrichment programs35-36, 46and in a case like this suggest there may be no academic benefit to single-single programs. Morequalitative measures of changes in students’ cognitions and/or perceptions that more adequatelycapture these types of latent measures are necessary. Preceptions of Engineers through DrawingsPrevious

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

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

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

David R. Shields P.E., University of Nevada, Las Vegas; Krishna Prasad Kisi, University of Nevada Las Vegas

Tagged Divisions

K-12 & Pre-College Engineering

), 335-38.8. Hutchison, M. A., Follman, D.K., Sumpter, M., and Bodner, G.M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of Engineering Education, 96(1), 39-47.9. Yurtseven, H.O. (2002). How does the image of engineering affect student recruitment and retention? A perspective from the USA. Global Journal of Engineering Education 6 (1), 17-23.10. Li, Q., McCoach, D.B., Swaminathan, H., and Tang, J. (2008). Development of an instrument to measure perspectives of engineering education among college students. Journal of Engineering Education 97(1), 47-5611. CCSD Fast Facts 2009-10. Clark County School District, http://ccsd.net/news/publications/pdf/CCSDFastFacts.pdf

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

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

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

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

Page 25.886.2discovery based approach and a hands-on robotics program will improve students‟ STEMattitudes, math performance, and intentions to pursue STEM education and careers. The theoryof planned behavior5 was used to guide the measurement of students‟ STEM educationoutcomes.A Guided Discovery Approach to STEM EducationTraditional approaches to STEM education can result in disinterested students who may notpursue college-level STEM education and a competitive and hostile educational environment.6We propose that a guided discovery approach is more effective in engaging diverse students inlearning STEM concepts. This engagement will result in increased STEM knowledge andacademic self-efficacy among diverse elementary students.Bruner‟s7

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Louis Nadelson, College of Education; Janet Callahan, Boise State University; Pat Pyke, Boise State University; Anne Hay, Boise State University; Cheryl Schrader, Boise State University

Tagged Divisions

K-12 & Pre-College Engineering

. National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. R. A. Duschl, H. A. Schweingruber, A. W. Shouse (Eds.). Washington, D.C.: The National Academies Press.5. Schoeneberger, M., & Russell, T. (1986). Elementary science as a little added frill: A report of two case studies. Science Education, 70, 519-538.6. Wallace, J., & Louden, W. (1992). Science teaching and teachers’ knowledge: Prospects for reform of primary classroom. Science Education, 76(5), 507- 521.7. Settlage, J., Southerland, S. A., Smith, L. K. & Ceglie, R. (2009). Constructing a doubt-free teaching self: self- efficacy, teacher identity, and science instruction within diverse settings

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristin M Brevik, The University of North Dakota; Bradley Bowen, North Dakota State University; Frank M. Bowman, University of North Dakota; Kristi Jean, North Dakota State College of Science

Tagged Divisions

K-12 & Pre-College Engineering

, Self-Efficacy, and Project Impact when compared to the end-of-the-year post-survey.Both pre- and post-survey questions with the allowed categorical responses are listed in Table 1.Attitudes towards Engineering questions (#1-7) relate to direct attitude and perception about thefield of engineering and the interest in becoming an engineer. Self-Efficacy questions (#8-9)were chosen to measure the student’s attitude in regards to his/her understanding of the conceptof the engineering design process and ability to successfully work with or lead a team to aneffective solution. Project Impact questions (#10-12) were used to gain insight into the students’perspective on the overall project

Conference Session

Exemplary Outreach Programs in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

program is in year 3 of implementation with few participants (N=8 teachersand 16 students), multiyear comparisons and multivariate analyses are not yet possible and willnot be presented as the sample size is still relatively small and not all data sets have beencollected. Accordingly, descriptive statistics and qualitative analyses associated with theavailable data sets are illustrated and described.Teacher Related ResultsScience Teaching EfficacyThe Science Teaching Efficacy Beliefs Instrument (STEBI) is an instrument based on Bandura’sdefinition of self-efficacy as a situation-specific construct. The instrument was developed byRiggs and Enochs 7 to measure efficacy of teaching science. The STEBI consists of 23statements which are divided to

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

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

).Table 6Comparison of Means for STEM Confidence by Gender and School Gender School M Participating 3.67 Girls Comparison 3.61 Participating 3.84 Boys Comparison 3.35Our last two attitude scales examined student STEM self-efficacy. Exploratory factor analysisindicated that our self-efficacy items measured two dimensions: math and science self-efficacy;and engineering and technology self-efficacy. Math and science efficacy were measured using a4-item scale (α = .77) with responses ranging from 1 (not at all) to 4 (almost all of

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

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

a seven-segment LED numberdisplay. As students’ intuition for electricity develops, they are introduced to the couplingsbetween electric current and magnetic fields through projects involving motors and speakers.Other projects discussed in this paper include trusses (vectors and forces), servo efficiency(energy conversion), accelerometers (programming, vectors and gravity), homemade guitars(waves and sound), solar ovens (energy and heat), and digital cameras (gravity and projectilemotion).The central focus of the NASA-Threads curriculum is to tie fundamental STEM topics tointeresting applications. This paper documents a selection of our major projects and alsoprovides data related to teacher self-efficacy for a summer 2011 workshop that

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

participated in the program more prepared to participate in their Science FairProjects? And is their performance in math and science courses influenced by this experience?This may also include qualitative feedback from the teachers that participated in the pre-activities, I2D2 event, and post-activities.Finally, one other aspect of the program that will be added for the 2012-2013 school yearsurrounds parent involvement. And specifically, exposure of parents to STEM fields and thethought process as well. Numerous studies have been conducted to explore the relationshipbetween parental involvement, support, and views towards their child’s motivation, self-efficacy,and long term aspirations and achievements. For example, Fan and Williams reported

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

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

creating and operating an airline, includingpurchasing aircraft; determining where and when the aircraft would fly while ensuringsatisfactory maintenance checks; and determining staffing levels, advertising expenditures, andticket prices. Throughout the week, lectures and activities presented by graduate students andprofessors aided the decision-making process of the new airline executives. The camp alsoincluded two field trips to Atlanta’s Hartsfield-Jackson International Airport and the Delta AirLines’ Heritage Museum. The evaluation of this summer program utilized pre-post surveys tomeasure the impact of camp experience on student self-efficacy and STEM interest. Theevaluation was also designed to determine students’ interest and understanding

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

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa M. Batula, Drexel University; T. William Mather, Drexel University; Gabe Carryon, Drexel University; Stuart Surrey, Philadelphia High School for Girls; Daniel Edward Ueda, Central High School; Youngmoo Kim, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

, 2005.[4] R.M. Marra, et al. “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy,” Journal of Engineering Education, pp. 27-38, 2009.[5] M. Robinson. “Robotics-driven Activities: Can They Improve Middle School Science Learning?” Bulletin of Science, Technology & Society, 2005.[6] A. Baram-Tsabari & A. Yarden. “Quantifying the Gender Gap in Science Interests,” International Journal of Science and Mathematics Education, 2011.[7] Weinberg et al. “The Impact of Robot Projects on Girls’ Attitudes Toward Science and Engineering,” in RSS Robotics in Education Conference, 2007.[8] M.A. Quiroga, M. Herranz, M. Gómez-Abad, M. Kebir, J. Ruiz, Roberto Colom

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

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gary Lichtenstein, Quality Evaluation Designs; Martin L. Tombari, University of Texas, Austin; Sheri D. Sheppard, Stanford University; Kaye Storm, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

much earlier than those that influencedmen’s decisions. Dick and Rallis also found differential influences for young men as comparedto young women, but these effects were mitigated by math and science preparation. 5 In light of Trusty’s results, Betz and Hackett6 provide an interesting contrast. They foundthat math self-efficacy beliefs among college undergraduates were correlated with choice ofscience major. In this study, women’s self-efficacy for math was statistically lower than that ofmen, and this correlated with choice of major, even though, according to Trusty (above), highschool math course-taking patterns predict women’s selection of a math or science major. Theseand other studies6 explore a diverse range of variables that

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob L. Segil, University of Colorado at Boulder; Brian Huang, Sparkfun Electronics; Beth A Myers, University of Colorado Boulder; Lindsay Diamond, SparkFun Electronics

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

smallerteams ensure that each student will have more experience using each piece of hardware andhopefully promote self-efficacy and self-directed learning for high school students.The software involved in the course was revised to use open-source programs. Students will beusing the Arduino programming environment to interface with the SparkFun products. Thissoftware package has been, and will always be, an open source format with extensive librariesand example code provided. The computer aided design software used in the existing collegiatecourse was a proprietary software package called Solidworks (Dassault Systems, Inc.) but wasrevised for the new curricular implementations to an open source CAD software package calledSketchUp (Trimble Navigation

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering 9/16 16/17 Learn about engineering research 10/16 17/17 Engage in engineering research 12/16 16/17 Enhance my knowledge of technology 11/16 17/17 Design an engineering-based lesson for my classroom 11/16 17/17 Form partnerships with other schools 8/16 8/17___________________________________________________________________________________________Teachers also responded to questions about their confidence level or motivation (self-efficacy)for various aspects of their teaching (See Table 3). Paired

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Letrece Dillihunt, University of Alabama, Huntsville; Derrick Wayne Smith, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville

Tagged Divisions

K-12 & Pre-College Engineering

class or physics class. While all of the students participated inthe InSPIRESS project not all of them were planning to pursue a STEM career in college if theyplanned to attend college at all.Implementation: The researchers in this study collected multiple measures and utilized a quasi-experimental design to assess the impact of the project’s authentic learning activities on thestudents’ attitudes, motivation and self-efficacy toward engineering.At the beginning of the school year, the students were provided with consent forms explainingthe research study. After receipt of the signed consent forms, the Pre-surveys were administeredby the researchers to students who, along with their parents, agreed to participate in the project.The rest of the