Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers (original) (raw)
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HIGH SCHOOL TEACHERS' BELIEFS ABOUT ENGINEERING PREPARATION
2009
Dr. Nathan received his PhD in experimental (cognitive) psychology from the University of Colorado at Boulder. He holds a B.S. in electrical and computer engineering, mathematics and history from Carnegie Mellon University. As an engineer, Dr. Nathan worked in research and development in artificial intelligence and expert systems, computer vision and robotic systems mobility. This work inspired an interest in how people represent their knowledge of the physical and conceptual realms.
2011
This quasi-experimental study measured the impact of Project Lead the Way (PLTW) instruction and professional development training on the views and expectations regarding engineering learning, instruction and career success of nascent pre-college engineering teachers. PLTW teachers' initial and changing views were compared to the views exhibited by a matching group of high school STEM teachers. The primary instrument was the Engineering Beliefs and Expectation Instruments for Teachers (EEBEI-T), which included Likert scale items, contextualized judgments about fictional student vignettes, and demographic items. Teachers' baseline survey responses, on average, revealed the importance of academic achievement on teachers' decision making about who should enroll in future engineering classes and their predictions of who would be most likely to succeed in an engineering career. When making implicit comparisons between students who differed by SES, teachers generally favored enrollment and predicted more career success of high SES students. SES was excluded as a factor in the judgments of all participating teachers when explicitly probed, however. Preexisting group differences showed that budding PLTW teachers reported on STEM integration in their classes with greater frequency than control teachers, while control teachers agreed more strongly about the pre-requisite role of high scholastic achievement for engineering studies. Finally, an analysis of teachers' changing views indicated that nascent PLTW teachers increased their reporting of effective STEM integration over time, above and beyond pre-existing group differences and re-testing effects. In light of these data we explore the challenges of implementing effective STEM integration in high school classrooms, examine issues of attracting underrepresented students to engineering, and discuss some of the inherent tensions of engineering education at the K-12 level.
Influence of high school students’ perceptions on their preparation for engineering
2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports, 2007
By the time students enter college, lack of rigorous high school coursework can eliminate engineering as a potential career path. Many university outreach programs exist to promote engineering and to inform students about the requirements of the engineering field. These programs usually focus on the students under the assumption that, if we can get the students interested in engineering, their high schools and support structures will allow them to lay a foundation in high school that will enable them to succeed in a university engineering curriculum. This paper examines that premise using a survey of high school students involved in a university outreach program. The analysis shows the relationships between race, gender and three major categories: confidence, support and perception. Data shows that affecting support networks and confidence may be as important as simply generating interest in STEM fields.
2014 ASEE Annual Conference & Exposition, 2014
Boulder. A former high school and middle school science and math teacher, she has advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from CU-Boulder. Dr. Zarske has been involved in K-12 engineering education for over 14 years, and currently teaches product design courses through General Engineering Plus, as well as STEM education courses for pre-service teachers through the University's CU Teach Engineering program. Additionally, she manages and mentors graduate and undergraduate engineering fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program's NSF-funded TEAMS initiative, is faculty advisor for the Society of Women Engineers (SWE), and on the development team for the TeachEngineering digital library. Dr. Zarske's primary research interests are on the impacts of project-based service-learning on student identity, recruitment, and retention in K-12 and undergraduate engineering.
2014 ASEE Annual Conference & Exposition Proceedings
Boulder. A former high school and middle school science and math teacher, she has advanced degrees in teaching secondary science from the Johns Hopkins University and in civil engineering from CU-Boulder. Dr. Zarske has been involved in K-12 engineering education for over 14 years, and currently teaches product design courses through General Engineering Plus, as well as STEM education courses for pre-service teachers through the University's CU Teach Engineering program. Additionally, she manages and mentors graduate and undergraduate engineering fellows who teach in local K-12 classrooms through the Integrated Teaching and Learning Program's NSF-funded TEAMS initiative, is faculty advisor for the Society of Women Engineers (SWE), and on the development team for the TeachEngineering digital library. Dr. Zarske's primary research interests are on the impacts of project-based service-learning on student identity, recruitment, and retention in K-12 and undergraduate engineering.
High school students' attitudes to and knowledge about engineering
Conference on Frontiers in Education, 2003
The demand for engineers is expected to increase both nationally and in New Jersey. The Pre -Engineering Instructional and Outreach Program, established to enlarge the future pool of engineers in New Jersey, focuses on implementing pre-engineering curricula in middle and high schools and informing students, teachers, parents, and school counselors about the rewards of engineering careers. Along with increased enrollment
Pre-college exposure to Science Technology Engineering and Math (STEM) concepts can generate enthusiasm and encourage students to pursue careers in these fields. This work describes an approach to teach STEM concepts to minority high school students via hands on activities and seminars in an after-school program at Tri-Cities High School located in East Point, Georgia. The primary objective of this after-school program is to use hands on activities and seminars to stimulate interest in STEM fields and invoke college pursuits. This paper discusses the activities and seminars conducted during the 6 th programmatic year. The weekly activities and seminars promote skills in four key areas: academic excellence, leadership, technical/professional development, and teamwork.
2019 ASEE Annual Conference & Exposition Proceedings
in 2006. She managed a consulting business for 10 years working on evaluations that focused primarily in the areas of education and STEM for middle and high school students, especially women and minority students. Her research interests include student engagement and interest in STEM and STEM careers as well as the development of instruments and evaluation tools to assess these constructs.