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Impacts Of Industry Employee Volunteering In K 12 Classrooms

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Conference

2006 Annual Conference & Exposition

Location

Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006

ISSN

2153-5965

Conference Session

Assessing K - 12 Engineering Education Programs

Tagged Division

K-12 & Pre-College Engineering

Page Count

16

Page Numbers

11.718.1 - 11.718.16

Permanent URL

https://peer.asee.org/1373

Download Count

10

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Paper Authors

biography

Erin Cejka Tufts University

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Erin Cejka is a doctoral student in Tufts University's Math, Science, Technology, and Engineering (MSTE) Education program. She holds a BS in Mechanical Engineering and a MS in MSTE Education, both from Tufts. Her major research interest is in professional development for K-8 teachers in engineering education. Erin works at Tufts Center for Engineering Educational Outreach (CEEO), managing their industry outreach program.

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biography

Chris Rogers Tufts University

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Dr. Chris Rogers is a professor of mechanical engineering at Tufts University. He currently works in six different research areas: particle-laden flows, robotics, slurry flows in chemical-mechanical planarization, the engineering of musical instruments, gene-based assay experiment design, and elementary school engineering education.

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Impacts of Industry Employee Volunteering in K-12 Classrooms

Abstract

Engineering education has the potential to improve K-12 students’ problem-solving and critical

thinking skills while motivating them to learn science and math. However, for teachers to

effectively implement hands-on engineering activities in the classroom, they may need additional

adult support for curriculum content, classroom management, and technical support. Initial

research findings in this area indicate that programs providing this support may not only impact

K-12 students, but may also benefit the classroom volunteers. This paper presents an exploratory

research study involving one such program run by National Instruments with a network of local

schools. This program has placed nearly 250 employee volunteers in K-12 classrooms in Central

Texas as support for classroom teachers. The “classroom mentors,” the majority of who are

engineers, help teachers bring hands-on engineering design activities into the classroom that

focus on developing math, science, technology, and engineering skills.

The goal of this research is to produce a descriptive picture of the perceived outcomes of the

program from the perspectives of those closely involved — the classroom mentors and the

teachers. Surveys were developed for both of the groups and taken by 37 classroom mentors and

21 teachers. The responses were analyzed in order to evaluate the impacts made by the program

and how these impacts are perceived across and amongst groups. The research aims to

understand not only the effect on students and schools but also how the program has affected

conceptual and attitudinal change in the classroom mentors and the company as a whole. The

1

Cejka, E., & Rogers, C. (2006, June), Impacts Of Industry Employee Volunteering In K 12 Classrooms Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. https://peer.asee.org/1373

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015