Bolhari, A., & Tillema, S. (2022, August), Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40763

\bibitem{asee_peer_40763}
  Bolhari, A., \& Tillema, S. (2022, August), \emph{Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40763

Azadeh Bolhari and Shelby Tillema.  "Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40763 Internet.  21 Dec, 2024

\bibitem{asee_peer_40763}
  Azadeh Bolhari and Shelby Tillema.
  "Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40763 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_40763
author = "Azadeh Bolhari and Shelby Tillema"
title = "Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40763}
number = {10.18260/1-2--40763}
}

TY  - CPAPER
AB  - Innovation is an important driver of economic growth and sustainable development. Learning and working in today’s global and fast-changing world requires engineers who can think innovatively and generate novel ideas. Engineering educators hold a unique position to best equip engineering students to meet the needs of the 21st Century by intervening in the formation of engineers. In this study, the innovation self-efficacy of engineering students is explored before and after a curricular intervention in two environmental engineering target courses: Water Chemistry and Contaminant Fate & Transport. The curricular intervention includes the design of open-ended, team-based, K-12 STEM activities related to the course topics, such as: augmented reality in environmental engineering, transport of contaminants in the environment, and remediation of pollutants from the natural environment. These K-12 lesson and activity plans, created by the engineering students, include a brief presentation of the subject matter and an engineering design activity for the K-12 students to complete which will be hosted on TeachEngineering open-access website for STEM curriculum. During the start and end of this project, a survey consisting of the Very Brief Innovation Self-Efficacy scale (ISE.5), the Innovation Interests scale (INI), and the Career Goals: Innovative Work scale (CGIW) was administered to measure students’ shift in: 1) Innovation Self-Efficacy, 2) Innovation Interests, and 3) Innovative Work. The results generated from this survey showed the students’ increase in innovation self-efficacy as a result of the design of K-12 STEM projects. The findings will have implications for assisting engineering educators to adopt futuristic designs into their engineering curricula, understand how to encourage innovation self-efficacy in students for their future careers, and understand how student projects focused on teaching promote innovation self-efficacy. 
AU  - Azadeh Bolhari
AU  - Shelby Tillema
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Enhancing Engineering Students’ Innovation Self-Efficacy through Design of K-12 STEM Projects
UR  - https://peer.asee.org/40763
DO  - 10.18260/1-2--40763
ER  -