Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the assessment of student learning, particularly the assessment of academic growth, and evaluating the impact of curricular change.Dr. Paul R. Hernandez, West Virginia University c American Society for Engineering Education, 2016 Measuring Student Content Knowledge, iSTEM, Self Efficacy, and Engagement Through a Long Term Engineering Design InterventionAbstractThe current study reports on the outcomes of a classroom-based long-term engineering designintervention intended to increase high school students’ perceptions of the integrated nature ofSTEM disciplines (iSTEM) and to assess the effect of the intervention on student participation inan extracurricular STEM activity (i.e., a research poster

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

to lower numbersof females in certain STEM majors and subsequent STEM careers. Gender differences in self-efficacy have been demonstrated in relation to math and engineering disciplines amongundergraduate students.10,11 We investigated the effects of a mentored summer researchexperience on high school students’ self-efficacy as it applied to STEM research-related tasks.The program participants are approximately 50% male and 50% female. Participants were askedto answer a 32-item anonymous, online survey, which is designed to measure STEM researchself-efficacy, both prior to entering and immediately upon completion of the program.2. Brief Description of Summer ProgramBased at New York University Tandon School of Engineering (NYU Tandon), a

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering clubs and marketing campaigns with smiling female faces of all races haveemerged, and seem to help underrepresented students believe they can succeed and will “fit in”to the engineering culture. Recent reports and research measuring female student engineeringself-efficacy assert the positive impact of these types of treatments (American Association ofUniversity Women Educational Foundation, 2002; Burger, Raelin, Reisberg, Bailey & Whitman,2010; Corbett, Hill & Rose, 2008; Corbett, Hill & Rose, 2010; Fantz & Miranda, 2010; Marra,Rodgers, Shen & Bogue, 2009; Society of Women Engineers report, 2015).Self-efficacy beliefs are the thoughts or ideas people hold about their abilities to perform thosetasks necessary to achieve

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (1)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tony McClary, New Mexico State University, College of Engineering; Patricia A. Sullivan, New Mexico State University; Steven J. Stochaj, New Mexico State University; Luis Antonio Vazquez Ph.D., New Mexico State University; Karen Trujillo, New Mexico State University ; John Kulpa, New Mexico State University; Germain Degardin, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

program for high school students— NM PREP Academy—had a measurable effecton student confidence (a subcomponent of self-efficacy) and content knowledge. We also aimedto gain a greater understanding of how similar short-term intervention programs could be used toincrease interest, participation, and persistence in STEM-related careers, as well as to understandwhich specific portions of the program were most closely related to the students’ gains in eitherknowledge or confidence. Our research questions were as follows:1. Did the confidence and/or content knowledge of the students change as a result of engagement in the pre-engineering program?2. Was there a relation between changes in student confidence and knowledge?3. Was there a relation

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

learning program to college choice. The remaining two questions are open-ended and allow students to describe their favorite ENGR 102 HS design and build project andcomments about their teacher. Many of the Likert scale questions for the online survey wereobtained from the on-campus course evaluations handed out to undergraduates in the ENGR 102course and deal with the quality of instruction and content. Additional questions, those dealingwith self-efficacy, were selected from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) instrument measuring student self-efficacy [36]. The LAESE instrument is a validatedinstrument that was developed with NSF funding as part of the Assessing Women in Engineering(AWE) project and can be found at

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-Lopez, Changes in Latino/a Adolescents’ Engineering Self-efficacy and Perceptions of Engineering After Addressing Authentic Engineering Design Challenges, in Proceedings of American Society for Engineering Education Annual Conference. 2015, ASEE: Seattle, WA. p. 1-14.18. Mejia, J.A., et al., Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking, in Proceedings of American Society for Engineering Education Annual Conference. 2014, ASEE: Indianapolis, IN. p. 1-20.19. Olitsky, S., Structure, agency, and the development of students’ identities as learners. Cultural Studies of Science Education, 2006. 1(4): p. 745-766.20. Kennedy, M., The Ownership

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

measured the degree to which teachers’ lesson implementations showed evidence of theengineering design practices encouraged by the project, and students’ scores on the contentknowledge post-tests for each design task. The results are shown in Table 11 (for grade 5 tasks)and Table 12 (for grade 6 tasks).The results indicate that there were small to moderate positive correlations between teachers’implementation rubric scores and students’ knowledge post-test scores in both grades 5 and 6.These correlations ranged from a low of r = 0.14254 (for the relationship of teachers’ WaterFilter implementation scores and students’ Water Filter post-test scores) to a high of r = 0.45466(for the relationship of teachers’ Solar Tracker implementation scores and

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

STEM careers butthe question remained how much was attributable to the EPICS experience itself. An instrument9based in Social Career Cognitive Theory10 was developed to assess change in self-efficacy,outcome expectations, and personal interest in engineering amongst high school students whoparticipated in the EPICS High program. It was comprised of survey questions and open-endedresponses. In addition to the focus on self-efficacy, outcome expectations, and interests, thesurvey addressed perceived attributes of an engineer, student understanding of scientists versusengineers, changes in grades, college and major goals, and contextual supports. More detailsabout the full instrument have been published previously9, and the analysis of the data

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16242Observing and Measuring Interest Development Among High School Stu-dents in an Out-of-School Robotics CompetitionJoseph E. Michaelis, University of Wisconsin - Madison Joseph E Michaelis is a Ph.D. student in Educational Psychology in the Learning Sciences area at the University of Wisconsin - Madison. His research involves studying interest in STEM education, focusing on the impact of learning environments, feedback, and influence of social constructs and identities. This research includes developing inclusive learning environments that promote interest in pursuing STEM fields as a career to a broad range

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Alexandria Julius, The Ohio State University

Tagged Divisions

Pre-College Engineering Education Division

Moderate or Considerable 0.50 Communicative Interactions - SEC Moderate or Considerable 0.00 0.00 1.00 2.00 3.00 4.00 Journal Average Coded ScoreFigure 3: Comparison of SEC scores and Journal scores. SEC scores are calculated both as average (circle data points) andthe number moderate or considerable (X data points). The measurements are compared for procedural knowledge (blue) andcommunicative interactions (orange)In the 2016 – 2017 school year, the same tools are being used to measure teachers’ use of hands-onactivities and self-efficacy. In addition, focus

Conference Session

Pre-College: Organizing Instruction Around a Theme

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristin Kelly Frady, Clemson University; Ikenna Q. Ezealah, Clemson University; Christopher Ciuca, SAE International; Meghan M. Stoyanoff, SAE International

Tagged Divisions

Pre-College Engineering Education Division

quantified attitude and motivationintegrating frameworks of self-efficacy theories with outcome expectancy theories. Self-efficacyis social cognitive approach with roots in self-determination theory and describes a person’sperception or beliefs about their capabilities to produce effects (Bandura, 1986). This is closelytied with outcome expectancy which is a person’s expectations about the consequences of anaction (or outcome of a task). The combination of these frameworks, in the context of STEMeducation, have been shown to influence motivation and persistence in an academic track(Unfried, Faber, Stanhope, & Wiebe, 2015). However; in order to situate student attitudes,interests, and experiences within a larger career context, the social

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

design processsupport application of the information obtained from this study to other students in engineeringdesign classes that include design activities mediated by a design process. Students enrolled incourses were surveyed at the beginning and end of the curriculum.VariablesTwo main variables were of interest in the study: engineering design self-efficacy and creativethinking self-efficacy. Self-efficacy beliefs are domain specific 36 and the questions used toevaluate self-efficacy are of great importance. The first scale used attempts to measure anindividual’s belief in their abilities to do engineering design 4. The work of Carberry et al. (2009,2010) represents initial work in the development of a self-efficacy instrument for

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

develop self-efficacy beliefs in design, modeland scaffold engineering design mindsets, and apply design concepts in engineering design. Theresearch questions we intend to address include: 1. What is the influence of the toy design workshop on students' self-efficacy? 2. What is the influence of the toy design workshop on students' application of engineering design concepts during design?Theoretical frameworkSelf-efficacy in Engineering DesignEngineering design self-efficacy is the degree to which students believe they can excel at tasksrelated to design and making3. Social cognitive theory and previous research has suggested thatstudents’ self-efficacy beliefs are under the influence of mastery experiences

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily Cayton, North Carolina State University; M. Gail Jones, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Tuijl and van der Molen(2015) maintained that male and female STEM role models are particularly important forchildren. Holmes, Gore, Smith, and Lloyd (2017) studied children ages 8-18 and found anincrease in STEM interest for students who have a parent working in a STEM occupation. Theysuggest that those without a parent working in a STEM field are left with teachers and schoolguidance counselors to promote STEM careers in order to foster an interest.Grounded in Bandura’s (1977) social cognitive theory, social cognitive career theory (SCCT)focuses on three primary mechanisms that drive career decisions: self-efficacy, outcomeexpectations, and goals (Lent, Brown and Hackett, 1994). Self-efficacy is defined as perceivedcapability to perform a

Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Veena Jayasree Krishnan, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

their relativeimportance. We investigate different strategies and awareness levels of TPACK in differentschools. We develop an assessment method to assess the self-efficacy of the teachers to teachrobotics-focused STEM lessons under TPACK. We analyze the reasons behind the deficits in theself-efficacy scores. We explore whether the TPACK self-efficacy of the teachers is influenced bySTEM subjects. We provide recommendations to improve TPACK self-efficacy of teachers fortheir robotics-focused STEM teaching in middle schools.We posit that this paper, which i) examines the teachers’ understanding of TPACK construct andtheir TPACK self-efficacy, ii) documents and analyzes the results of such an investigation, and iii)provides the details of

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanner J. Huffman, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

overarching goals that are the focus of all Creative Design sections.Areas of common measurement included; (1) Creative Self-Efficacy and Creative Role-Identity,(2) Ideation Capacity and (3) Creativity in Engineering Design (Artifacts).Creative self-efficacy is one’s belief that they are able to design creative products6. Researchcompleted by Tierney and Farmer reported that creative self-efficacy is a predictor of creativedesign performance. The Creative Self-Efficacy and Creative Role-Identity Scale was identifiedas an appropriate instrument to measure student growth through a pretest/posttest researchdesign.7 Surveys completed in Fall 2016 and Spring 2017 indicated that students from educationschool majors (n=33) have the lowest reported average

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Jiawei Zhang, Purdue University; Rebecca Kramer, Purdue University; Nathan Mentzer, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

(3), 175-213.19. Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self-efficacy: A validation study. Journal of Engineering Education, 105(2), 366-395. doi: 10.1002/jee.2012120. Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2013). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481. doi: 10.1007/s11165-013-9389-321. Jackson, A., Mentzer, N., Kramer, R., & Zhang, J. (2017, June). Enhancing student motivation and efficacy through soft robot design. Paper presented at the 2017 ASEE Annual Conference & Exposition, Columbus, OH.

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (3)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Laura Rodriguez Amaya, Texas State University; Hiroko Kawaguchi Warshauer, Texas State University; Sara Garcia Torres M.Ed., Texas State University, San Marcos; Erin Scanlon, Texas State University; Michelle Pruett, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering careers and on developing theircontent knowledge in select grade-appropriate science and mathematics content areas. Pre-posttesting was conducted with sixty-five students of diverse backgrounds in grades six through eightto measure their self-reported engineering-related self-efficacy, knowledge of engineering careers,and motivation to pursue future engineering classes and careers. In addition, interviews wereconducted to examine any changes in middle school camp participants’ affective characteristics ofmotivation, self-efficacy, and self-determination.Introduction The attraction and retention of students in science, technology, engineering, andmathematics (STEM) disciplines along the full length of their education is a national

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Halil Yeter, Texas Tech University; Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

1.4 Missing 4 .8Instrumentation The 2014 version of the STEM IQ consisted of 71 items. 13 were demographic, 58attitudinal items related to students’ experiences, teamwork, learning experience, hands on activelearning, and career. The study focuses on only attitudinal items with a high reliability Cronbachalpha (α=.83). The items in the questionnaire are based on 100 scale. Further, the attitudinalitems are divided into three components. First component aims to measure STEM-related self-efficacy, like a student’s ability to complete academic milestones and to overcome performancehurdles. Students are asked to indicate their confidence to perform successfully

Conference Session

Women in Engineering Division Technical Session - Pre-college Programs for Women

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division, Women in Engineering

students.In Texas, students were measured over a six-year period. From 2006 – 2010, enrollmentquadrupled and participants increased 18,686 individuals (4498 in 2006 to 23184 in 2010)9.Female participation increased 586% and Hispanic students increased 507%. This study alsoshowed a high impact on students enrolling in higher education (62.1%) compared to their non-PLTW counterparts (58.4%)9. In addition, post-secondary enrollment was slightly greater forfemales (63.5%) compared to their non-PLTW peers (63.1%).Several studies have examined self-efficacy of females for math and science subjects whenparticipating in PLTW10,11,12. Exposure to engineering through PLTW has shown to havesignificant impact on self-efficacy and underrepresented students10. The

Conference Session

K-12 & Pre-College Engineering Division: Diversity Issues in K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne Lori Berliner Heyman, New Jersey Institute of Technology; Rosa M. Cano, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

SurveyThe MATES62 was developed and revised66 to measure middle school students’ attitudes towardmathematics, science, especially engineering, and their knowledge about careers in engineering(i.e. what engineers actually do). In addition to all over attitudes toward mathematics, science andengineering, six subscales have been identified to measure Interest in engineering: stereotypicaspects (Stereotypic), Interest in engineering: non-stereotypic aspects (Nonstereotypic), Negativeopinions (Negative), Positive opinions (Positive), Gender Equity (Gender) and Self-Efficacy forProblem Solving and Technical Skills (i.e. skills needed for engineering).The MATES also measures knowledge about careers in engineering with a multi-part open-endedquestion that

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tony Lee Kerzmann, Robert Morris University; John Howard Walker, University of Pittsburgh; David V.P. Sanchez, University of Pittsburgh

Tagged Divisions

Pre-College Engineering Education Division

. pp. 30-35.[4] G. Pleiss, M. Perry, Y.V. Zastavker. “Student Self-Efficacy in Introductory Project-Based Learning Courses”. IEEE. Proc. Front. Educ. Conf. FIE, 2012.[5] “A Guide to Bloom’s Taxonomy”. Innovative Instructor. Johns Hopkins University. 2015. http://ii.library.jhu.edu/tag/blooms-taxonomy/.[6] A. R. Carberry, H.S. Lee, M.W. Ohland. (2010, Jan.). “Measuring Engineering Design Self-Efficacy”. Journal of Engineering Education. pp. 71-79.

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Geoff Knowles, Purdue University; Todd Kelley, Purdue University; Euisuk Sung, Purdue University; Jongseong Choi, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

theintegrated STEM lessons to measure lasting effects. The students of the participant teachers arealso being assessed using STEM content knowledge tests and surveys to measure attitudestoward STEM learning and career interest.Data Collection Instruments and Methods Several instruments are being used to collect data from teachers. The Science TeachingEfficacy Belief Instrument (STEBI) is designed to assess teachers’ perceptions of theireffectiveness for teaching science with 25 questions using a 5 point Likert scale, with 1 being“Strongly Disagree,” to 5 being “Strong Agree” (Riggs & Enochs, 1990). The Teacher Efficacyand Attitudes toward STEM (T-STEM) survey measures changes in teachers’ self-efficacy andconfidence in STEM subject content

Conference Session

Pre-College: Perceptions and Attitudes on the Pathway to Engineering (4)

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Chris Carroll, Saint Louis University; Shannon M. Sipes, Indiana University ; Jacob W. Benton, Primoris Services Corporation; Traci Aucoin, GEAR UP; Gloria E. de Zamacona Cervantes, Saint Louis University; Adam O'Neill, Saint Louis University; Sana M. Syed, Saint Louis University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

activity, but not whether such activities achieved theoutreach goals and objectives [17]. Fantz et al. [2] used formal assessment to determine theinfluence of outreach activities on the engineering self-efficacy of engineering students. Theyfound only seven of 53 activities had a statistically significant difference on self-efficacy ofstudents who did and did not experience the activity. Of those seven activities, five were pre-collegiate hobbies and two were pre-engineering classes. Although there were no significantdifferences in self-efficacy with respect to other activities, many still have merit in the outreachprocess, and assessment results like these are important in planning new programs to ensure themost efficient use of time and

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jessica D. Gale, Georgia Institute of Technology, Center for Education Integrating Science, Mathematics, and Computing ; Christopher Cappelli, Georgia Institute of Technology; Courtney Bryant, Drew Charter School

Tagged Divisions

Pre-College Engineering Education Division

,2014;Century,Cassata,Freeman,&Rudnick,2012).Inparticular,Centuryetal.defineanarrayofindividual,organizational,andcontextualfactorsthatmayinfluencewhetherindividualusers(e.g.teachers)decidetoadoptandcontinuetoutilizeanintervention.Thesefactorsincludecharacteristicsoftheinnovation,suchasitscomplexity,duration,andscope;characteristicsofindividualuserssuchasmotivation,self-efficacy,attitudestowardtheinnovationandusersperceptionsoftheeaseofusingtheinnovation;andorganizationalcharacteristicsattheschoollevelincludingsharedbeliefsandvalues,resources,andinstructionalleadership.AnindepthexplorationofallofthefactorsinfluencingSTEAMTrunkutilizationisbeyondthescopeofthispaper;however

Conference Session

Pre-college: Summer Experiences for Students and Teachers (2)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Alison Haugh Nowariak, University of St. Thomas; AnnMarie Polsenberg Thomas, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering confidence, but this percentage reached 50% when the camp was male-only (figure 1). Figure 1 Engineering Self-efficacy Self Reports* n for female only = 35 participants, n for male only = 8 participants, n for co-ed = 7 female, 8 male studentsThe final camp session was male-only. STEPS student responses from this session compared tothe mixed-gender session indicates that the absence of female campers led to male self-efficacyincrease of 100%. The study was not designed to measure the effect of female participation onmale student self-efficacy. And while the data sample is small, this is an interesting observation.While having

Conference Session

Pre-college: Blending Computers, Computational Thinking, and Engineering Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Carneal Burrows Borowczak, University of Wyoming; Mike Borowczak, University of Wyoming

Tagged Divisions

Pre-College Engineering Education Division

, presentand justify their end products. CS is traditionally presented as a stand-alone subject in current preand post secondary classrooms, however, in reality, CS has become a fundamental component ofmany STEM disciplines – often known as big data. In order to develop a pipeline of K12students with CS skills and competencies, the current K12 STEM teachers need to not onlyacquire those same CS skills but also the pedagogical skills and self-efficacy to teach theirstudents. If a post secondary CS education requires four years of coursework, then how can weexpect our K12 teachers to gain the required STEM subject matter expertise, CS competencies,and educational pedagogy while teaching? The study highlighted in this paper, focuses on thenovel use of a

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

Tagged Divisions

Pre-College Engineering Education Division

(a survey that measures intrinsic goal orientation, extrinsic goalorientation, task value, control of learning beliefs, and self-efficacy). This study was similar toLawanto and colleagues’ study42 described above, but here the authors did not compare studentmotivations when engaging in two distinct design tasks. Rather, they built a regression model topredict success expectancy. Their results indicated that “students’ intrinsic goal orientation andtask value were significant predictors […] to students’ expectancy for success.”The next article, a 2011 dissertation from Capella University by Martin,41 explored the variablesthat influenced black PLTW students’ self-efficacy using the MSLQ54. Using the casualcomparative method, Martin found that

Conference Session

Pre-College: Evaluation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Johnna Bolyard, West Virginia University; Darran Cairns, West Virginia University; David Luke Loomis, West Virginia University; Sera Mathew; Kelly Leigh Watts, Regional Educaion Service Agency 3

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

Possible Solution(s) Solution(s) Construct PrototypeFigure 2: Design Process Model Utilized with Participating TeachersData CollectionWe focus this evaluation on analysis of surveys (T-STEM), content knowledge tests (DTAMS),and focus groups each completed both before and after professional development, as well asteacher-generated engineering design lesson plans and observations as teachers implementedlessons in their classrooms.The Teacher Efficacy and Attitudes Toward STEM (T-STEM) 15 Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, The Ohio State University; Tiffany Wild, The Ohio State University; Se Jeong Yang, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

an issue not only with competency,but also with a lack of self-efficacy in math, science, and engineering which creates anxiety. According to Beck-Winchatz and Riccobono (2007), the majority of students with VI arefollowing general education curricula. However, less than 30 individuals with VI earned ascience and engineering research doctorate on average each year from 2001 to 2009 compared to25,600 people without a disability on average per year during the same time period (NSF, 2012).Lack of higher level degrees in the science and engineering fields do not reflect the fact thatstudents with VI have the same spectrum of cognitive abilities as sighted peers (Kumar,Ramasamy, & Stefanich, 2001) and with appropriate accommodations can