June 15, 2014
June 15, 2014
June 18, 2014
K-12 & Pre-College Engineering
24.1213.1 - 24.1213.18
The Enrichment Experiences in Engineering (E3) Teacher Program: Analysis of Post-Program SurveysAbstractSince 2002, the Enrichment Experiences in Engineering (E3) summer teacher program hasprovided engineering research opportunities to Texas public high school teachers. Throughfunding by the National Science Foundation’s Research Experiences for Teachers (RET)program, E3 has hosted a total of 150 teachers. Most of the teachers have come from schoolswith high minority student populations (average 83% Hispanic and/or African American;average 69% economically-disadvantaged). Although the program has evolved over the yearsdue to ongoing formative evaluation efforts, the E3 program goal “to involve teachers inengineering research” has remained the same as have the three core objectives: (1) Provideengineering research experiences and enhance understanding of the nature of engineering; (2)Scaffold teacher development of inquiry-based classroom activities; and (3) Improve teacher(and indirectly their students) knowledge about careers in engineering.The E3 program was designed to bring high school science and mathematics teachers to the“University” campus for a four-week summer residential experience where the teachers arementored by engineering faculty. During the program, teachers were involved in: (a) hands-onparticipation with current engineering research, (b) activities to broaden their awareness ofengineering career opportunities for their students, and (c) development of an engineering projectfor implementation in their high school classroom.Although the E3 program is not a research project, the E3 program’s goal and core objectives canbe linked to anticipated outcomes. As part of the program’s formative and summativeevaluation, anonymous online surveys were administered to participants in several E3 summerprograms using the traditional pre- and post-program survey format, and participants were askedto respond to survey statements using a Likert scale of responses. Analysis of participantresponses led to concerns about pre-program response overestimation and concomitant responseshift bias for several of the survey questions. As a result, questions were restructured using theretrospective post-then-pre design in post-program surveys and revised surveys wereadministered to participants in subsequent E3 summer programs. Preliminary survey findingsindicate that the E3 participants experienced substantial changes in the following areas: (a)Improved understanding of the engineering discipline; (b) Heightened awareness of the breadthof engineering careers; and (c) Greater familiarity regarding important skills and attributes to bea successful engineer. During the 11 years of the E3 program, all participants developed anengineering-related activity for their classroom, and the vast majority was able to implementtheir E3 lesson during the subsequent academic year.
Autenrieth, R. L., & Page, C. A., & Butler-Purry, K. L., & Lewis, C. W. (2014, June), The Enrichment Experiences in Engineering (E3) Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23146
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