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Virtual Introduction to Engineering Workshop for High School Math Teachers (Work in Progress)

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education

Page Count

7

Permanent URL

https://peer.asee.org/38022

Download Count

82

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Paper Authors

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J. Chris Carroll Saint Louis University Orcid 16x16 orcid.org/0000-0001-9250-8503

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Dr. Carroll is an Associate Professor and the Civil Engineering Program Coordinator in Parks College of Engineering, Aviation and Technology at Saint Louis University. His experimental research interests focus on reinforced and prestressed concrete, while his engineering education research interests focus on experiential learning at both the university and K-12 levels. Dr. Carroll is also the chair of the American Concrete Institute's Committee S802 - Teaching Methods and Educational Materials.

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Shannon M. Sipes Indiana University-Bloomington

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Shannon Sipes serves as an instructional consultant providing professional development and individual consultations to faculty on areas related to their own teaching and to student learning. Prior to her current role, she has applied her interests in a STEM learning environment and taught a variety of psychology courses to both undergraduate and graduate students in face-to-face, hybrid, and online formats. Shannon earned a BS in psychology, a MA in experimental psychology, and a Ph.D. in curriculum & instruction with a focus in higher education.

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Sana M. Syed Saint Louis University

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Sana Syed studied and received her MS and PhD in biomedical engineering from Saint Louis University. She is currently an NSF/ASEE I-PERF post-doctoral fellow in a biotech start-up and hopes to continue her career by combining her passion in biomedical engineering and healthcare as well as in education reform in engineering.

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Traci Aucoin

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Traci Aucoin is currently the Lafayette Parish School System GEAR UP Project Director. She has worked in education for 30 years and has been a part of the GEAR UP initiative for seven years. She began her career as a high school biology and physics teacher before she moved into higher education where she served the University of Louisiana at Lafayette in numerous capacities for over 20 years. She served as Director of the Alumni Association, Director of Special Projects for the President, Director of University College, and Director of High School Relations. Through her work experience at UL, she has been able to develop and sustain strong community and post-secondary partnerships and bring valuable resources and expertise to the Lafayette Parish System GEAR UP initiative.

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Abstract

Professional development opportunities for K-12 teachers focused on engineering content is one of the most efficient methods to indirectly introduce students to engineering at earlier ages. Those professional development opportunities vary in delivery style, content, and duration. However, the overall goal is the same: introduce teachers to engineering content and improve their self-confidence to deliver such content in the classroom. In most cases, professional development opportunities for teachers are in-person and include a variety of hands-on activities, but in some situations, that delivery style is not always possible. The past year has proven difficult for many people to successfully deliver such programs. In particular, a school system was set to receive two on-site professional development opportunities for their high school math teachers, but were unable to hold those events in person due to the lockdowns associated with the COVID-19 pandemic. The alternative was to create and deliver a virtual version of those same workshops for some of their high school math teachers.

This paper provides an overview of a virtual introduction to engineering workshop, which consisted of a three-day program including both synchronous and asynchronous forms of instruction. Participants were required to complete a total of approximately 12 hours of content. Six hours were structured content organized in three, synchronous two-hour sessions via Zoom. Day 1 included an Introduction to Engineering and a K’Nex tower experiential learning module; Day 2 included two additional experiential learning modules focused on gravitational acceleration and cubic functions and volumes followed by time for teachers to create their own module; and Day 3 included participant presentations of their own modules along with a structured focus group discussion. The asynchronous work required participants to record a tennis ball falling in slow motion for the gravitational acceleration module, watch ASCE’s Dream BIG film, and finish their own module to present for peer feedback on the third day. Six high school math teachers participated in the three-day virtual workshop and were asked to complete the Teaching Engineering Self-Efficacy Scale (TESS) survey in a pre-post format. Additionally, the six teachers participated in a focus group discussion at the end of the workshop to provide more information about teachers’ perception of implementing engineering content in math courses that already contain substantial content. The paper also discusses the effect of the workshop on teachers’ engineering self-efficacy and the results of the focus group discussion.

Carroll, J. C., & Sipes, S. M., & Syed, S. M., & Aucoin , T. (2021, July), Virtual Introduction to Engineering Workshop for High School Math Teachers (Work in Progress) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38022

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