Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jared P. Coyle, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

No Not Sure relates to the topics being covered by the Metro Map Survey 1 Survey 2 Visualization Tool. Figure 4 – Engineering Self-Efficacy One element of the surveyfocuses on student professional goals. In this element, students are asked about their educationaland professional aspirations. When asked about the highest level of education that studentsdesired to obtain, responses demonstrated no statistically

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Cross, Carnegie Mellon University; Emily Hamner, Carnegie Mellon University

Tagged Divisions

K-12 & Pre-College Engineering

supporting curriculum andmethods to identify and support students with latent STEM talents. We are collaborativelyrefining the existing Arts & Bots robotics kit to better reveal student abilities and createenrichment activities to allow teachers to cultivate these talents in their classes. Finally, we are Page 24.685.3refining and implementing tools to support the summative and formative evaluation of theprogram including assessing teacher student-talent identification skills, teacher technologyattitudes, student self-efficacy and student attitudes towards engineering and technology.Talent Recognition and TrainingThis partnership’s primary

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

Paper ID #9250Effects of Continuous Teacher Professional Development in Engineering onElementary TeachersDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is a post-doctoral research associate at Texas A&M University. She received her Ph.D. and M.S.Ed.in Educational Psychology with the specialties in Gifted Education and Research Methods & Measurement, respectively, from Purdue University. Her work centers on the development and validation of instruments, particularly useful for P-16 STEM education settings (e.g., the Revised PSVT:R, the Teaching Engineering Self-efficacy Scale [TESS], the extended

Conference Session

Research to Practice: STRAND 4 – K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

collectedduring the 2013-2014 school year are used to address the following research question: Does the‘You’re Hired!’ program lead to a change in student attitudes towards engineering? The impactof the ‘You’re Hired!’ program on students’ self-efficacy towards engineering skills/21st CenturySkills is also discussed as well as explaining the benefit to schools who choose to incorporatethis program. Additional details of the research project are available in Kristin Brevik’s M.S.thesis.[16]Research MethodologyTo research the effectiveness of the “You’re Hired!’ program at promoting positive attitudestowards engineering, pre- and post-surveys were used for summative evaluation of students’awareness and perceptions towards different aspects of

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

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

develop negative impressions about careers in STEM15-16.The academic curriculum for the EMBHSSC focuses on 21st century skills, self-efficacy andteam work. At NJIT the curriculum has a space theme and is aligned with New Jersey CoreCurriculum Content Standards. Students study the properties of space, analyze and predict howobjects move on earth and in space, investigating how people live and survive in space. Inaddition to classroom lessons, students participate in hands-on activities, laboratory experiments,team-build exercises, and go on field trips. Students visit research facilities where they areintroduced to engineers and have the opportunity to see first-hand the career options available tothem if they should choose to study engineering.2

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

-427.[14] Dunsworth, Q., & Atkinson, R. K. (2007). Fostering multimedia learning of science: Exploring the role of an animated agent’s image. Computers and Education, 49, 677-690.[15] Yung, H.I. (2009). Effects of an animated pedagogical agent with instructional strategies in multimedia learning, Journal of Educational Multimedia and Hypermedia. 18(4), 453-466.[16] Murray, M., & Tenenbaum, G. (2010). Computerized pedagogical agents as an educational means for developing physical self-efficacy and encouraging activity in youth. Journal of Educational Computing and Research. 42(3), 267-283.[17] Moreno R., Reisslein, M., & Ozogul, G. (2010). Using virtual peers to guide visual attention during learning: A test

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. (2006). PISA Database: Interactive Data Selection (United States by Sex) Retrieved 11/24/2010, from http://pisa2006.acer.edu.au/interactive.phpPage, M. C., Bailey, L. E., & Van Delinder, J. (2009). The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields. Forum on Public Policy Online.Pajares, F. (1996). Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students. Contemporary Educational Psychology, 21(4), 325-344. doi: DOI: 10.1006/ceps.1996.0025Pajares, F. (Ed.). (2005). Gender Differences in mathematics self-efficacy beliefs. Boston: Cambridge University Press.Parker, W., & Jarolimek, J. (1997). Social studies in elementary education: Prentice-Hall

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

foundations: Having the general understanding of scientific knowledge, the ability to find new science knowledge as required, ability to quantitatively evaluate situations in order to make an informed decision.8 A minimal level is required to be able to start engineering programs in the first year of college (“engineering eligible”).19 ● Belief in competence: The belief that one can succeed in the chosen area. This belief in self, or self-efficacy, influences a student’s career decisions.16 Self-efficacy is important in persistence in engineering and can be positively influenced if experiences allow students to reflect on what they have accomplished and see how that can influences their future success

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

mentionthat the opportunity to work on this as an “individual” designer and then together on“team builds during the final project” are the most helpful construction experiences.3.1.8 Guided and Independent BuildingThe scaffolding of the construction curriculum components is meant to meet the needs ofa novice builder by providing exposure, support, and improved self efficacy while alsoinspiring and engaging an experienced builder. There are guided build instructions andoptions to build independently from scratch. Participants found both important and someparticipants had completely different views. One participant states that “[t]he mosthelpful to me were the ones that were prescribed, versus having complete freedom,”supporting the need for guided

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

. 9 We also conducted some analysis that included additional mathematics and science courses(e.g., algebra 2, chemistry). PLTW students were much more likely to enroll in higher levelmathematics and science courses, which support the findings from Bottom & Uhn (2007). It ispossible, but we cannot conclusively determine, that PLTW’s pre- and co-requisites lead studentsto enrolling in more mathematics and science courses in high school. It is also possible thatPLTW’s program encourage students to enroll in additional coursework due to other factors,such as self-efficacy or student engagement. Notwithstanding the reason, it is clear that these additional mathematics and science coursesplay an important role in the growth of test

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

Page 24.890.4activities.”(p. 17) Within SCCT, interest items typically address interests in activities that relateto the career and consider the age and experience appropriate level for the participants, i.e. highschool versus college. In addition, interests can be assessed as a continuum, for example, fromstrongly dislike to strongly like an activity. SCCT posits that interests directly influence careergoals and are mediated by one’s self-efficacy (perceived ability to perform a task or negotiate anobstacle) and outcome expectations (e.g. consequences of trying a career choice).Environmental, or contextual, influences are divided into background (distal) and proximalwithin SCCT. The background context is modeled as an eventual influence of

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

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

). Unlocking the clubhouse: Women in computing. Cambridge: MIT Press.8. Dweck, C.S. (2007). Is math a gift? Beliefs that put females at risk. In S.J. Ceci & W.M. Williams (Eds.),Why aren’t more women in science? Top researchers debate the evidence (pp. 47-55). Washington, DC: American Psychological Association.9. Pajares, F. (2005). Gender differences in mathematics self-efficacy beliefs. In A.M. Gallagher, & F. Pajares (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 294-315). New York: Cambridge University Press.10. Fryberg, S.A., Markus, H.R., Oyserman, D., & Stone, J.M. (2008). Of warrior chiefs and Indian princesses: The psychological consequences of American Indian mascots

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Foy, L&N STEM Academy, Knox County Schools; Chien-fei Chen, University of Tennessee, Knoxville; Erin James Wills, University of Tennessee, Knoxville

Tagged Divisions

K-12 & Pre-College Engineering

level languages are more thoroughly understood. This paperdescribes a high school STEM education curriculum that provided sophomores hands-onopportunities to learn and understand microcontrollers through assembly language projects. Thecourse assessment evaluated the students’ computer science knowledge, course expectations,learning perspectives, creativity, and future field of study interests. Initial results indicate thatstudents have a greater breadth of knowledge, a stronger positive perception of computerscience, and a greater self-efficacy while at least maintaining student interest and creativity.Observations of the students indicate that the investigative nature of programming withmicrocontrollers is motivating the students to seek

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ronald L. Carr, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

shown: 1) stereotypeswere formed through media exposure11; 2) stereotypes are less present at the kindergarten andfirst grade ages10; 3) interventions were successful at changing student views of scientists12 and4) interventions positively affected self-efficacy and interest in science9.Knight and Cunningham1 modified the DAST when developing the DAET and included fourquestions for students to answer in writing and one that prompted them to draw a picture of anengineer working. The results of the written and drawn parts of the test were similar to the DASTstudies as they depicted common misperceptions of engineers, who were primarily depicted asbuilding houses and bridges or fixing cars. In the study limitations, the researchers noted that

Conference Session

Promoting Scientific and Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

+/- one standard deviation of each other and of the National averages.Interestingly, unlike the Science scores, which showed a mixture of student affinity relative tostudent confidence levels, Figure 3 shows that at every school – as well as the national averagedata – students responded more positively to questions regarding their confidence in mathematicsthan to questions concerning how much they like the subject.Given that quantitative survey response methods fall short of adequately assessing our program’simpact on student attitudes or feelings of self-efficacy, other than to show that our students’attitudes are in line with the National averages, we’ve used post-program questionnaireresponses and reflective essays to provide additional

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gary Cruz, Great Minds in STEM; Lupe Munoz Alvarado, Great Minds in STEM

Tagged Divisions

K-12 & Pre-College Engineering

comprised of over 92,000 residents with aschool-age population of 18,000 students, in building STEM capacity through transformativechange. As a community engagement, empowerment, and self-efficacy strategy, STEM-UpTMintends to indirectly impact a long-term return on investment on traditional academicperformance measures. Such a large-scale undertaking is a unique approach to STEM educationawareness. To accomplish this undertaking, STEM-UpTM seeks to drives transformative changeby leveraging the existing cultural richness of the community toward STEM.In its design, STEM-UpTM relies on the parents and teachers as STEM Ambassadors, who areinformed with the tools and resources to change the apprehensions and negativities associatedwith math and science

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adrian Lee, Central Illinois Technology and Education Research Institute

Tagged Divisions

K-12 & Pre-College Engineering

andprepare them for advanced careers in science or engineering fields. Furthermore, this journalisticapproach aims to transform STEM learning by tying together all aspects of the recognizedaptitude achievement tests, including reading, English composition, science, and mathematics,along with promoting the understanding of technology and engineering practices. Page 25.1059.3 Techniques for capturing the effectiveness in building technological self-efficacy andinspiring the future generation of scientists and engineers are proposed for future evaluationthrough the inclusion of online surveys and interactive features for students to post

Conference Session

Broadening Participation of Minority Students in and with K-12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Lizabeth T. Schlemer, California Polytechnic State University; Heather Scott Smith, California Polytechnic State University; Teana Fredeen, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering, Minorities in Engineering

different from the last two ranked traits (“writes neatly” and “draws well”). Whattraits students believe are to be important and their confidence or self-efficacy of them may playa role in whether they choose to pursue engineering.Figures 6. Average ranking of traits in terms of importance to being a successful engineer.The high school or middle school student probably has a limited understanding of the professionof engineering. Throughout the camp, the students were told that creativity and innovation areimportant factors in engineering design. This seemed to contribute to the students understandingof engineering as a multifaceted profession. The summary of the questions and how the answerschanged after the camp are in Figure 7. These were

Conference Session

K-12 and Precollege Engineering Curriculum and Programming Resources, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Kip Hacking

Tagged Divisions

K-12 & Pre-College Engineering

learning activity. The authors surveyed the participants pre and post participation. The survey instrument assessed each student’s interest and self- efficacy in STEM. This paper highlights the process of development and implementation, and shares a few of the key insights aggregated through the survey.Background The impetus for this study resulted from the Naval STEM Forum in 2011. At this forum Dr.Truscott was inspired by the Sponsoring Scholars in Science Funding Initiative in which seven majorchallenges were issued. One of the topics “Designing affordable sensors for the SeaPerch RemotelyOperated Vehicle” was extremely applicable to his previous experience with the SeaPerch program

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

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Dale Bremmer, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

makes re-surveying an option for our assessment in the springsemester of 2007, where we intend to measure change scores on attitude, perceived self-efficacy,and enactment as influenced by intensity/frequency of PRISM usage.Descriptive results for each survey item are included in Addendum A. In general, based on theself-report survey, we found that the study strongly supports two of PRISM’s major claims: (1)that PRISM facilitates standards-based teaching and (2) that PRISM aids in the integration ofdigital technologies into the classroom. However, results for our third theme (promotingprofessional development through virtual “meeting rooms”) did not support the claim. In fact,the responses indicated only very weak PRISM efficacy for promoting

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 1)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

highschool teachers with the opportunity to enhance their research skills and their knowledge ofscience and engineering concepts that enables them to integrate cutting-edge science andengineering into their teaching practice through the development of standards-based classroomlessons and learning modules. The program also focused on helping the teachers refine theirinstructional planning skills and providing them with an effective protocol for developingstandards-based lesson plans.Evaluation tools have been developed and/or adapted to measure the impact of the program onteachers’ skills and knowledge, and self-efficacy, as well as classroom impacts on their students’attitudes, skills and knowledge, that have been reported previously2,3. While

Conference Session

Best Practices in K-12 Engineering: Partnerships

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Elizabeth A. Parry, North Carolina State University; Lizette D. Day, Rachel Freeman School of Engineering; Augusto Z. Macalalag Jr., Stevens Institute of Technology; Albert Padilla Jr., Jersey City Public Schools; Malinda S. Zarske, University of Colorado, Boulder; Patty Ann Quinones, Skyline High School

Tagged Divisions

K-12 & Pre-College Engineering

engineering activities. At theend of this last year, end of grade test scores fell slightly in all subject areas. Reading decreasedby seven percentage points, math by five and science by 15 percentage points. These results arethe focus of the school improvement team’s focus for the 2011-12 year.In addition to tracking the standardized test scores, the university partner and school havecollaborated on ongoing research studying the efficacy of this approach. In the pilot year, theproject investigation used data collected from the afterschool program students to assess scienceunderstanding, engineering and design understanding, identify STEM attitudes, engineering self-efficacy, and student assessment of teacher effectiveness. Additionally, teacher

Conference Session

The Role of Robotics in K-12 Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cher C. Hendricks, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Tamra Williams Ogletree, University of West Georgia

Tagged Divisions

K-12 & Pre-College Engineering

survey and interview/focus group data from VRC student participants and TeamLeaders. Early in the evaluation process, we collaborated with RECF to develop the survey, firstcreating survey matrices for the student and Team Leader surveys. The matrices included themain categories of student impact (e.g., interest in STEM, self-efficacy, engagement, teamworkand sportsmanship). Initially, we operationally defined each category, reviewing pertinentliterature as part of the process. Review of the literature helped to identify subcategories in eacharea, which we used to develop survey items to be added to the matrices. The evaluation team aswell as RECF reviewed the items to ensure they measured what we intended to measure. Surveyswere then developed

Conference Session

Evaluation: Technology and Tools for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoff Wright, Brigham Young University; Randy Craig Hurd, Brigham Young University; Kip Schafer Hacking, Brigham Young University ; Tadd T Truscott, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

Self-Efficacy Scale). Although the researchers believe the survey could beimproved, and will further work on the survey over the course of this next year to do so,because the initial implementation of the ROV competition did not have a research focusor agenda, the survey was not of primary concern. However, with the rapid growth andpopularity of the ROV effort within the state (in regards to competition participants, andeducational stake holder support) the researchers believe there is a need to aggregate andanalyze data pertinent to activity and curriculum. Consequently, that is why theresearchers decided to use the TESS that related studies have suggested as providingsome reliability and validity. Graph 1.1 documents the relative growth of

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

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

found to increase ormaintain students’ confidence and interest in STEM subjects and sense of empowerment.13-16Researchers have noted, however, that that sustaining this interest beyond the observed activityis critical.13 In a long-term study, Tyler-Wood et al. found that even younger girls (4th and 5thgraders) in an ongoing afterschool science program with female high school students as mentorsshowed stronger self-efficacy in STEM fields well into high school and college.17 More importantly, the study may reflect that when engineering and technology arepresented as gender neutral or even as feminine, girls are free to explore engineering withoutgrappling with the traditional gender stereotypes associated with engineering or