Syed, S. M., & Carroll, J. C., & Sipes, S. M., & Aucoin, T., & Enriquez, A., & Musa, K. Z., & Bultas, R. (2020, June), Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35090

\bibitem{asee_peer_35090}
  Syed, S. M., \& Carroll, J. C., \& Sipes, S. M., \& Aucoin, T., \& Enriquez, A., \& Musa, K. Z., \& Bultas, R. (2020, June), \emph{Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35090

Sana M. Syed, J. Chris Carroll, Shannon M. Sipes, Traci Aucoin, Adrienne Enriquez, Kelsey Z. Musa, and Rachel Bultas.  "Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35090 Internet.  11 Jan, 2025

\bibitem{asee_peer_35090}
  Sana M. Syed, J. Chris Carroll, Shannon M. Sipes, Traci Aucoin, Adrienne Enriquez, Kelsey Z. Musa, and Rachel Bultas.
  "Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35090 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_35090
author = "Sana M. Syed, J. Chris Carroll, Shannon M. Sipes, Traci Aucoin, Adrienne Enriquez, Kelsey Z. Musa, and Rachel Bultas"
title = "Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35090}
number = {10.18260/1-2--35090}
}

TY  - CPAPER
AB  - The percentage of students who pursue a STEM degree is directly proportional to the highest math course taken in high school, specifically courses beyond Algebra II.  Furthermore, many students are still not “math ready” upon entering college, which directly contributes to the high attrition rates across the country.  Numerous initiatives have tried to improve those numbers, many of which start with secondary education in the form of engineering outreach programs geared at increasing awareness of and interest in engineering.  The goal of most teacher and curriculum focused programs is to integrate engineering content in math and science classes to improve student performance, while simultaneously increasing student interest and engineering awareness.  However, most approaches focus on teaching the design process in science classes rather than teaching math and science in the context of engineering.  Similarly, existing K-12 engineering curricula require students to be enrolled in a college prep math sequence or complete certain math courses prior to enrollment.  There seems to be very few programs that introduce engineering in the context of existing math and science curricula.  Engineering outreach programs need to not only focus on introducing students to the field, but also aid in their preparation to more efficiently impact the number of engineering graduates.  The issue is not only the ability to generate interest in engineering, but also preparing students to succeed in their engineering education.

This paper describes the development of experiential learning modules for middle and high school math classes and their use for effective professional development opportunities for K-12 math teachers.  The modules align with existing state and national standards and illustrate various mathematical concepts in the context of real-world applications related to various STEM careers.  The professional development opportunity included an introduction to engineering, the presentation of 14 experiential learning modules, and a create-your-own module session.  Twenty-two middle and high school teachers participated in the three-day professional development opportunity and were asked to complete the Teaching Engineering Self-Efficacy Scale (TESS) survey before and after the professional development opportunity along with a follow-up satisfaction survey.  The paper also discusses the immediate effect of professional development on teachers’ engineering self-efficacy along with their overall impression of the professional development opportunity.  

AU  - Sana M. Syed
AU  - J. Chris Carroll
AU  - Shannon M. Sipes
AU  - Traci Aucoin
AU  - Adrienne Enriquez
AU  - Kelsey Z. Musa
AU  - Rachel Bultas
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Professional Development for K-12 Math Teachers and Its Immediate Effect on Engineering Self-efficacy
UR  - https://peer.asee.org/35090
DO  - 10.18260/1-2--35090
ER  -