Efe, S., & Dalal, M., & Carberry, A., & Rogers, D., & James-Okeke, P., & Akinkugbe, I., & Figard, R. (2022, August), High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40450

\bibitem{asee_peer_40450}
  Efe, S., \& Dalal, M., \& Carberry, A., \& Rogers, D., \& James-Okeke, P., \& Akinkugbe, I., \& Figard, R. (2022, August), \emph{High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40450

Steve Efe, Medha Dalal, Adam Carberry, David Rogers, Petronella James-Okeke, Iseunifeoluwa Akinkugbe, and Rachel Figard.  "High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40450 Internet.  30 Dec, 2024

\bibitem{asee_peer_40450}
  Steve Efe, Medha Dalal, Adam Carberry, David Rogers, Petronella James-Okeke, Iseunifeoluwa Akinkugbe, and Rachel Figard.
  "High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40450 Internet.  30 Dec, 2024

@INPROCEEDINGS{asee_peer_40450
author = "Steve Efe, Medha Dalal, Adam Carberry, David Rogers, Petronella James-Okeke, Iseunifeoluwa Akinkugbe, and Rachel Figard"
title = "High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40450}
number = {10.18260/1-2--40450}
}

TY  - CPAPER
AB  - Efforts to provide pre-college students with engineering or engineering-related experiences are on the rise in the United States (US). These efforts are typically undertaken independently of one another and are often in competition to garner greater participation. [PROJECT NAME] is a first-of-its-kind collaboration between two pre-college engineering/STEM education efforts that aims to break down existing silos between programs. The project was piloted in nine US high schools specifically targeting underserved areas. The following study examines high school teacher’s preparedness to teach a blended offering between engineering and robotics curricula following a summer professional development (PD) program. Pilot teachers (n = 9) participated in focus groups to share their perceptions of readiness to implement the blended curriculum. Data was analyzed using open coding and constant comparison methods. Most teachers reported confidence in teaching the blended offering, discussed their plans and expectations, and brought up concerns regarding time and sustaining student interest especially during COVID. This project has implications for pre-college engineering education efforts as it could provide a foundational understanding of how two successful programs can be blended and play a role in educating high school students in underserved communities to experience engineering.
AU  - Steve Efe
AU  - Medha Dalal
AU  - Adam Carberry
AU  - David Rogers
AU  - Petronella James-Okeke
AU  - Iseunifeoluwa Akinkugbe
AU  - Rachel Figard
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)
UR  - https://peer.asee.org/40450
DO  - 10.18260/1-2--40450
ER  -