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High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Page Count

7

DOI

10.18260/1-2--40450

Permanent URL

https://peer.asee.org/40450

Download Count

214

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Paper Authors

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Steve Efe Morgan State University

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Medha Dalal Arizona State University

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Dr. Medha Dalal is an associate director of scholarly initiatives and an assistant research scientist in the Fulton Schools of Engineering at Arizona State University. She holds a PhD from Arizona State University in Learning, Literacies and Technologies with a focus on engineering education. Her research interests span four related areas: democratization of engineering education, ways of thinking, engineering curiosity among pre-college students, and faculty development.

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Adam Carberry Arizona State University

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Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engineering, The Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment techniques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and a senior associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Education and Outreach.

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David Rogers

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Petronella James-Okeke Morgan State University

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Iseunifeoluwa Akinkugbe Morgan State University

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Rachel Figard North Carolina State University at Raleigh

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Rachel Figard is a Ph.D. student in Engineering Education and an M.S. student in User Experience at Arizona State University. She holds a B.S. in Industrial Engineering from North Carolina State University.

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Abstract

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.

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

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