Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2009 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina, Charlotte; Lyndon Abrams, University of North Carolina, Charlotte; Deborah Bosley, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; Stephen Kuyath, University of North Carolina, Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

High-School Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Jan DeWaters, Clarkson University; Susan Powers, Clarkson University

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Linda Hirsch, New Jersey Institute of Technology; John Carpinelli, New Jersey Institute of Technology; Howard Kimmel, New Jersey Institute of Technology; Ronald Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

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

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

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

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

Women in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Michelle Porche, Wellesley Centers for Women; Corinne McKamey, Wellesley Centers for Women; Peter Wong, Museum of Science

Tagged Divisions

K-12 & Pre-College Engineering

student aspirations.In this paper, we present results from Year 2 of a three-year longitudinal study takingplace in five high schools within a large urban school district in the Northeast. A total of934 boys and girls participated in the second year of data collection. Prior resultssuggested that engineering interests and aspirations were related to school characteristics,science and math self-efficacy, and experience with extracurricular activities.15 Giventhese findings, we subsequently asked specifically about student knowledge ofengineering and experiences of engineering recruitment, in order to investigate thosedirect effects on college engineering aspirations. Survey data is used to examine highschool students’ knowledge of engineering

Conference Session

Assessment of K-12 Engineering Programs and Issues

Collection

2009 Annual Conference & Exposition

Authors

Debra Brockway, Stevens Institute of Technology; Elisabeth McGrath, Stevens Institute of Technology; Mercedes McKay, Stevens Institute of Technology; Dawna Schultz, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

14.212.5Increasing teacher knowledge of engineering concepts and pedagogy are central to the program’sprimary goal of exposing all students to engineering in their K-12 classrooms, but it is merely thebeginning. The PD activities are intended to provide teachers with increased self-efficacy in thisarea so that they will feel confident introducing engineering concepts and activities in theirclassrooms. As indicated in Table 3, almost three-quarters of the teachers responding to thesurvey stated that they had increased the implementation of the engineering design process afterhaving participated in the EOFNJ program. Table 3: Teacher responses when asked about their use of the listed instructional strategies after having participated in the EOFNJ