Conference Session

Engineering in High School

Collection

2006 Annual Conference & Exposition

Authors

Venkat Chandrasekhar, Northwestern University; Marcel Grdinic, Glenbrook North High School; Nathan Unterman, Glenbrook North High School; R.P.H. Chang, Northwestern University; Emma Tevaarwerk, Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

NCLT is based at Northwestern University, and involvescollaboration with a wide range of universities and colleges, including the University ofMichigan and Purdue, as well as high schools across the country. Our goals includeusing cutting-edge research to engage and inspire pre-college students to becomeinterested in science and engineering, particularly nanoscience and nanotechnology.Background and ApproachTraditionally, we think of “looking” at something small with a light microscope. In fact,the size of objects resolved with a light microscope is limited by diffraction to roughly200 nm. Hence, we cannot see nano-objects because the wavelength of the visible light issimply too large to be reflected off of them. So another “touch” based

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Randa L. Shehab, University of Oklahoma; Susan E. Walden, University of Oklahoma; Emily Elizabeth Wellborn, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

American students more strongly than any otherminority group. AfA students were also influenced by social supports. Compared to the othergroups, AfA were less influenced by influence from others but had a higher level of influencefrom pre-college activities. The relatively high influence from interest in STEM as well as pre-college activities is mostlikely explained by the fact that many of the African American students in our sample went toSTEM focused high schools and were recruited specifically from them. Our data reflect thispotential explanation, as AfA were relatively more influenced by recruitment and financialavailability (scholarships) compared to their peers. The finding that exposure to STEM classesmotivated these AfA students to

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Richard Gilbert, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Chuck Parsons, Douglas L. Jamerson Jr. Elementary School; Kim Parsons, Douglas L. Jamerson, Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare

Tagged Divisions

K-12 & Pre-College Engineering

in a grade level appropriatemanner. In this way, the courses represent a formal way to increase teacher knowledge base, amechanism to develop teaching opportunities in our elementary school classrooms, and a state-of-the-art evolving instructional tool that could be used with teachers in training.Our three 3 credit courses proceed through the following topic areas; gravitational andelectrostatic force and force fields with engineering applications, material science fundamentalsincluding band gap theory and properties of materials, energy balance and phase changefundamentals, transport processes, and life science topics as reflected in biomedical engineeringexamples. In many case, the information presented in a class is new to us. In all

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

order to meet growing demands for a competitive Science, Technology, Engineering,and Math (STEM) workforce, education must adapt to reflect the skills necessary to besuccessful in these fields and students must be encouraged to maintain interest in thesedisciplines. Digital fabrication offers the opportunity to bring activities that are more like STEMprofessions to students than traditional classroom instruction. Similarly, the engaging nature ofthese activities may improve student attitudes toward STEM disciplines and increase thelikelihood that students will take advanced STEM coursework and choose STEM careers.Digital fabrication involves creating physical objects from a digital design. Though digitalfabrication has been a mainstay of

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

would it be like to beable to see ‘extra colors’?) What do we use them for? Why does the spectrum of visible light gofrom red to purple? (This discussion could be deepened to include the meaning of wavelengthsfor older students, or this part of the discussion could be cut out for younger students.)2) Next, discuss visible light and how our eyes are able to perceive color: an object reflectscertain light waves, and absorbs others. Our eyes pick up the ones that are being reflected.‘White’ is when all the colors are reflected, and ‘black’ is when all the colors are absorbed. Askthe students which color t-shirt they would rather be wearing on a hot day.3) Lastly, talk about what a spectroscope is: sure, you can see rainbows when you hold the

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

distancelearning is to provide training and support through a predefined course package. This approachhowever is not consistent with what are considered “best practices” of teacher professionaldevelopment17. Any professional development program is most effective when it relates to theparticipants’ professional activities. Teachers bring with them a diverse set of strategies forteaching and learning from their own professional experiences. A more interactive environmentthat provides teachers with opportunity for structured reflection and discussion with colleagues isneeded. A support-led rather than by package-led form of distance learning is necessary. TheVirtualMedibotics™ program has been designed to provide pre-defined web-based instructionwith

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, Utah State University: Logan, UT.23. Dym, C.L., J.W. Wesner, and L. Winner, Social dimensions of engineering design: Observations from Mudd Design Workshop III. Journal of Engineering Education, 2003. 92(1): p. 105-107.24. Mehalik, M. and C. Schunn, What constitutes good design? A review of empirical studies of the design process. International Journal of Engineering Education, 2006. 22(3): p. 519-532.25. Adams, R.S., J. Turns, and C.J. Atman, Educating effective engineering designers: The role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.26. Schön, D.A., The reflective practitioner1983, New York, NY: Basic Books.27. Davis, D.C., et al., Engineering design assessment processes and scoring scales for

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

think that the student should be recording any data or observations that they may have noticed during the process in their science notebook.”Time Allocating time for “Spend less time on deciding what materials to use for the different design container.” activities “More time should have been spent brainstorming, creating the first test version, and reflecting in the summary.” Page 23.503.6ResultsThe descriptive data showed that Cohort 1 (M

Conference Session

New and Innovative Ideas

Collection

2012 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

and students might use video cameras asteaching and learning tools in their elementary classrooms at all; and still fewer position camerasas tools for evidence-based reasoning in these contexts. This is quite apart from researcherscollecting and using video data,5 or for teachers using video data to reflect on their teaching.6 Some published studies provide relevant insights, including articles in which digital stillcameras have been used to support children’s science education. For example, Davison wroteabout how her second graders developed inquiry questions prior to a trip to the zoo (e.g., “Howdo the animal cages look like animal habitats?), and then took digital pictures while at the zoo ofevidence to help them answer their

Conference Session

Lessons learned

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Ramiro g Gonzalez, Boston Arts Academy High School; Cassandra Wallace, Boston Arts Academy High School

Tagged Divisions

K-12 & Pre-College Engineering

Founded in 1998, Boston Arts Academy (BAA) is the city’s first and only high school forthe visual and performing arts [1]. It was founded on the conviction that academics and the artsare equally important to student development and achievement. The arts are integratedthroughout the academic curriculum motivating students with a variety of learning styles tosucceed in high school and pursue higher education. BAA is committed to providing a rigorousarts and academic education to urban youth who seldom have the opportunity to focus on thearts. Its 405 students reflect the diversity of the seventeen Boston neighborhoods from whichthey come: 49% are African American, 29% Latino, 17% Caucasian, 3% Asian, and 2% self-identified as Other. Nearly

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shamsnaz Virani, Pennsylvania State University, Great Valley; Iris B. Burnham, Da Vinci School for Science and the Arts

Tagged Divisions

K-12 & Pre-College Engineering

, Understanding by Design (UBD).This format begins with clear objectives for student outcomes using Bloom’s Taxonomy; aMotivational or Student Engagement Component; an array of delivery methodologies includingteam work, lecture, project-based learning and inquiry-based learning; concluding with self-reflection exercises and formative assessment of the objectives. The specific artifacts of the UBDincluding the mission goals, essential questions and the objectives are included in appendix. Acore group of science, math and technology teachers, and the school superintendent wereinvolved in the development of the UBD artifacts customizing the curriculum to Da Vincischool.For example, the Framework in the 9th grade begins with Engineering & Me. The

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2010 Annual Conference & Exposition

Authors

Augusto Macalalag, Stevens Institute of Technology; Susan Lowes, Teachers College/Columbia University; Karen Guo, Teachers College/Columbia University; Devayani Tirthali, Teachers College/Columbia University; Mercedes McKay, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

,programs that provide many opportunities for active learning and reflection on practice top thelist. Finally, when looking at impact on knowledge and practice together, the significance of aprofessional community became apparent.Fishman, Marx, Best, and Tal17 presented an analytic framework in their study linking PD tostudent and teacher learning. The participants included 40 teachers teaching sixth, seventh, andeighth grade students in 14 urban schools in Detroit, Michigan. Teachers learned project-basedscience through inquiry pedagogy, which is in line with the constructivist notion of learning.Analysis of pre- and post- assessment, surveys, focus-group discussions, and classroomobservations showed positive impact on teachers’ knowledge, beliefs

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

intraditional co-ed engineering classrooms. While their study is not conclusive, they did find thatwomen felt discouraged to participate in what they call ‘thinking oriented’ engineeringclassrooms and that this lack of participation hampered their learning.11 Typical surveycomments reflected fears among women of being rebuked and criticized by their professor andpeers and general anxiety from an overly-competitive atmosphere among the students.11 In this study, we aim to add to this body of literature regarding engineering pedagogy asit relates to the attraction, retention, and ultimate success of women in the field by providing onereal-world model. Acknowledging the view that more than simple participation of women isnecessary to challenge the

Conference Session

Thinking Outside the Box! Innovative Curriculum Exchange for K12 Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom, Louisiana Tech University; David E. Hall, Louisiana Tech University; Heath Tims, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

, while velocity is an instantaneous quantity. For the falling object, we candetermine the average velocity between successive frames by determining how far it moved anddividing this distance by the amount of time between frames, as in Figure 4. Page 22.1117.6Figure 4 – Extending results to determine average velocity versus timeLook closely at the data points on this plot in Figure 4. You may notice that the points are not ina perfectly straight line. What should our interpretation be for the “roughness” in the data? Doyou think this is an accurate reflection of the actual velocity changes versus time, or is the actualvelocity profile more smooth? If the actual change in velocity versus time was smooth, thenwhere did the

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

AC 2012-2946: THE IMPACT OF A PROBLEM-BASED LEARNING LAUNCHERUNIT ON EIGHTH GRADE STUDENTS’ MOTIVATION AND INTERESTIN SCIENCEProf. Cher C. Hendricks, Georgia Institute of Technology Cher Hendricks is a Research Scientist II at Georgia Institute of Technology. The focus of her work is on K-12 STEM programs. Prior to her work at Georgia Tech, she was an Associate Professor of educational research at the University of West Georgia (1998-2010) and a special education teacher. In addition to her STEM research, Hendricks is author of the textbook Improving Schools through Action Research: A Reflective Practice Approach. The third edition was released in February.Dr. Barbara Burks Fasse Ph.D., Georgia Institute of Technology

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Florida Gulf Coast University; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

K-12 & Pre-College Engineering

specifications,brainstormed alternative designs, and designed and built a final product that was delivered to theclient at the end of the program. The students completed this project under the constraints ofusing locally available material and on a $50 budget. The paper details these activities used forboth the small group, case-study interviews and the large group design build. Assessment ofactual and perceived gains in engineering design topics were performed through Likert surveysof students and student comments. The paper concludes with reflections on improvements forthe next summer program. Page 22.45.2Program SummaryA team of Bioengineering and

Conference Session

Enhancing K-12 STEM Education with Engineering

Collection

2010 Annual Conference & Exposition

Authors

Tom Benton, University of Texas, Austin; Taylor Martin, Univ of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

challenges but also on this intervention and its focus on their development11.Constructionism builds on Piaget’s constructivism in maintaining that learners do not imbibeknowledge and ideas but rather create them based upon experiences in the world. It takes thisidea a step further in asserting that optimal experiences for knowledge construction are those thatare focused on the creation of a product with significance to its maker. As such, we encapsulatethis nature of engineering question in the very system that instructors use to develop classroomactivities and materials. The integrated presentation of engineering is not simply a realistic reflection of the careersawaiting students who will choose to pursue engineering professionally; it

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia M. Ross, University of Maryland, Baltimore County; Jenny Daugherty, Purdue University, West Lafayette; Rodney L Custer, Black Hills State University

Tagged Divisions

K-12 & Pre-College Engineering

as alignment ofcontent with engineering concepts articulated in science standards, inclusion of well crafted,open-ended design challenges, and designed to enhance student engagement with scienceconcepts. The Teacher Practices themes include sub-components focused on items such asquality of group-based activities, encouragement of students to engage in thoughtful pre-planning, the generation of multiple solutions, and active reflection on engineering designpractices. As was the case with identifying the major categories, the leadership team engaged innumerous conversations and the sub-categories have gone through multiple iterations.Next, we developed descriptions of what implementation would look like across a spectrum ofimplementation

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

restricted into pursuing a specific process to solve the problem. Students wouldcollaboratively develop the first draft of their solution. Then they enter the solution into theapplication. The application executes each step and students see the results. Applicationprovides immediate feedback for each step, which enables students to reflect on their solutionand revise it. The prototype was tested with schoolteachers. The preliminary analysis showsoverall positive reaction to the software with a number of suggestions. In addition, teamsshowed more collaboration on a big screen interactive boards compared to tablets.IntroductionThe interest to improve Science, Technology, Engineering, and Mathematics (STEM)education in pre-college educational systems

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

. Projectinstructors worked with participants hands-on each week , and every 4 – 5 weeks hadparticipants individually demonstrate the skills. Instructors worked with all participants untilthey could perform each skill well.. Each week they also learned background theory. Among theexperiments were ones on lenses and image formation, polarization, reflection and refraction,spectral dispersion and bandwidth, spatial filtering and beam expansion, and analog and digitaloscilloscopes. The groups made their own holograms and were allowed to keep them. Theywere able to see the difference between s and p-type polarization, to understand why polarizedsunglasses work, and they saw a high-power laser demonstration that included a discussion ofwhich lasers work the best

Conference Session

Research to Practice: STRAND 1 – Addressing the NGSS: Supporting K-12 Teachers in Engineering Pedagogy and Engineering Science Connections (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Anant R. Kukreti, University of Cincinnati; Catherine Maltbie, University of Cincinnati; Julie Steimle, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

reflection ofthe teachers’ Unit implementation, we will work with the project team and resource team tosupport professional development for the teachers to improve their CBL and EDP instruction. Page 26.1427.2IntroductionNext Generation Science Standards (NGSS), as defined by the National Research Council(NRC), include the critical thinking and communication skills that students need forpostsecondary success and citizenship in a world fueled by innovations in science andtechnology20. These science practices encompass the habits and skills that scientists andengineers use day in and day out. Ohio’s New Learning Standards for Science lists the

Conference Session

Best Practices in K-12 and University Partnerships

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Stacy S. Klein-Gardner, Vanderbilt University; Kathy Ann Zook, Adams 50 School District; Megan Yoder, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines; Michael Hacker, Hofstra University; David Burghardt, Hofstra University; David Crismond, City College of the City University of New York; Christopher Malanga; Timothy James Johnson, S. F. Austin High School, Houston ISD; Brent C Houchens, Rice University

Tagged Divisions

K-12 & Pre-College Engineering

Crismond, City College of the City University of New York Page 22.283.1 c American Society for Engineering Education, 2011 David Crismond is an Associate Professor of Science Education at the City College of New York. Crismond’s main research interests revolve around K-16 science and engineering cognition and pedagogy, and teacher professional development in these areas. Crismond recently completed a collaborative NSF-funded project with Tufts University that developed software called the Design Compass that supports students’ reflective thinking while designing. With Purdue’s Robin Adams

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

education as following prescriptive steps that lead toward known conclusions andconsequently teach to this approach. The current implementation of science education frequently involves teaching inquiry asthe complex interactions between exploring and testing ideas, feedback and analysis from thecommunity, and the benefits and outcomes of research.6 The work of Herried is reflective of theattempts to align the processes of science taught in K-12 to the processes taken by professionalscientists as they engage in scientific inquiry. However, the wide variety of ways that inquiry ispresented in K-12 educational materials7 and the perception of inquiry as synonymous withdoing “good science”8 may prompt teachers to think that engaging students in

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin L Autenrieth P.E., Texas A&M University; Cheryl A Page, Texas A&M University; Karen L. Butler-Purry, Texas A&M University; Chance W. Lewis, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

- surveyresponses on many of the survey questions contradicted those impressions.The E3 team investigated the use of another survey design to more accurately reflect the changesin the teachers’ self-reported understanding of engineering. Since all experimental designs haveadvantages and disadvantages, program administrators need to review the relevant options anddetermine which survey approach is the best fit for their program. Shadish et al.34 outline severalquasi-experiment designs to consider when a control group is lacking (which was the case for theE3 program evaluation).Pre-post survey designThe one-group pretest-post-test design can be appropriate when attempting to change acharacteristic that is resistant to change35. The pre-post design is a

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University; Elizabeth Anne Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

pedagogical strategies.5 The challenge of including engineering within the elementary classrooms is furthercomplicated by the dichotomy between how failure has been traditionally perceived withinengineering and education.5 Within engineering, the engineering design process accounts for thelikelihood of failure by its iterative nature; it is presumed that initial attempts to solve a particularproblem may fail to meet design criteria or not meet those criteria as well as subsequent designs.Henry Petroski, a frequent writer on engineering failure, reflects on the nature of engineers tocontinually learn from failure, in effect establishing it as a normal part of engineering design: Because every successful design is the anticipation and

Conference Session

K-12 Teachers: PD, Implementation, and Beyond

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yan Sun, Purdue University; Nikki Boots, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

of engineering teaching. Thismodel is intended to diachronically capture the developmental process of EEE adoption and EEEexpertise development by elementary teachers, and to synchronically reflect individual differences Page 25.497.3and personal experiences during the process. The construction of this model was oriented by tworesearch questions: 1) What are stages of EEE adoption and what are the descriptivecharacterizations associated with each stage? 2) What are the stages of EEE expertise developmentand what are the descriptive characterizations associated with each stage?The EEE adoption and expertise development model construction in

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ann P. McMahon Ph.D., Ann P. McMahon, LLC

Tagged Divisions

K-12 & Pre-College Engineering

apedagogical approach such as guided inquiry. Before viewing the IDEO video, participantsmentioned students working in pairs or small groups in the context of managing their classroom.Four participants mentioned their student grouping strategies without prompting. Prior to viewing the designers at work, the participants and I spoke about our teachingpractices from a cognitive and pedagogical perspective. Our comments reflected the codingcategories in our shared knowledge and beliefs about school science, specifically that: 1)students should engage with prescribed topics and experiences through inquiry, 2) studentsshould know vocabulary associated with each topic, and 3) students should be able to use thatvocabulary to write about the processes

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Cindy Mahler, The Boeing Company; Ann Broughton, Purdue University; Barrett Caldwell, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

the Purdue campus and learn aboutastronautical engineering and space exploration with the university student volunteers. PurdueFall Space Day has gained recognition across the State of Indiana as an exceptional space-relatededucational outreach event. This high profile event reflects well on Purdue University and theevent’s sponsors and receives significant media coverage. In order to allow other universitiesacross the globe to learn about PFSD and successfully implement their own student-led serviceeducation event based on the PFSD model it is important to share the PFSD model, includingideas for funding through grant proposals and business sponsorship, and the lessons learned insustaining PFSD.Fall Space Day OverviewThe basic premises

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

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

alpha of .95.Our measure of efficacy for teaching STEM was inferred from participants’ scores on theScience Teaching Efficacy Belief Instrument [STEBI]. 29 This 25 item instrument uses forwardand reversed phrased items to assess teacher’s efficacy for teaching science. Participants ratetheir beliefs on a five point Likert scale ranging from “1” representing “Strongly Disagree” to“5” representing “Strongly Agree” responding to items such as, “I am continually finding betterways to teach science” or reversed phrased items such as, “I am not very effective in monitoringscience experiments.” We made modifications to some of the STEBI items to reflect a moregeneral focus on STEM, rewriting items such as, “Increased teacher effort in teaching