June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.1024.1 - 22.1024.18
Longitudinal Evaluation of Project-Based Professional Development Institute: Correlating MBTI Types with Assessment The ____________ Professional Development Institute (PDI) at ________ Schoolof Engineering, seeks to provide K-8 teachers with engineering design pedagogy andhands-on activities for teaching applied mathematics and science. Over the past 18 years,more than 700 educators and 60,000 students have been impacted by the program, whichfeatures integration of engineering design challenges into lessons ranging from literatureto science and mathematics to art. For the past 12 years, the PDI has focused on teachingautomation and control concepts within the context of robotics. This paper describes anevaluation of recent modifications to the institute implementation and advancements inthe design methodology. In particular, changes to the institute feature: (1)contextualization of the design problems within the Grand Challenges of Engineering; (2)guided self-exploration of engineering concepts using manipulatives; and (3) increasedfocus on the pedagogy of design-based teaching and learning. These changes wereimplemented in response to: (1) research that shows females and underrepresentedminorities are more attracted to and interested in design challenges that have arelationship to broader impacts on humanity; (2) a desire to demonstrate alternativeapproaches to more traditional, lecture-based approaches to delivery content; and (3)indications that participants need more insight into how engineering can be integratedinto their classrooms. The evaluation is based on teachers’ responses to daily surveys on the design-based/project-based aspects of the PDI. The evaluation also includes open-ended questionassessment throughout the institute and end-of-institute assessment. The mixed-methodsevaluation methodology includes correlation of responses with the Myers-Briggs TypeIndicator (MBTI) personality types of the participants. Data for the 2010 institute werecollected using the same instrument employed in the 2004 institute, allowing alongitudinal analysis of the effects of changes to the institute. The analysis indicates thatthe modifications to PDI have had meaningful impacts across MBTI personality types.The teachers, on average and across the all MBTI types, mostly agreed or totally agreedthat the instruction and laboratory aspects of the PDI were relevant to them each day. Inthese same questions there were measurable percentile differences between thinking andfeeling personality types that were observed in both measurement years. Multipleteachers commented that they enjoyed the “tag-team” effort of multiple instructors withdifferent specialties. This opportunity to look at the institute with the same surveyinstrument in different years of the PDI provided an opportunity to analyze how theevolution of the program impacted teachers that participated in the institute.
Talley, A., & Crawford, R. H., & White, C. K., & Wood, K. L. (2011, June), Longitudinal Evaluation of Project-Based Professional Development Institute: Mixed Method Assessment with MBTI Type Correlations Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18297
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: © 2011 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