More Like this

1. Work-in-Progress: A case study exploring transfer of pedagogical philosophy from music to engineering

   https://doi.org/10.1109/FIE44824.2020.927412  

   Dalal, M. ; Carberry, A.R. ; Warmington, D. ; Maxwell, R. ( January 2020 , Proceedings of 2020 IEEE Frontiers in Education Conference (FIE))

   null (Ed.)

   This Research Work in Progress paper presents a case study that demonstrates how a secondary school teacher with a non-STEM background identifies parallels between the engineering design process and music creation to embrace teaching an engineering course for the first time. Multiple interviews and classroom observations were open coded using a two-cycle coding approach to reveal four themes: overcoming imposter syndrome, connections between engineering and music, challenges encountered, and changes in practice. These themes highlight the processes involved in transferring a pedagogical philosophy that can inform future efforts to explore the necessary preconditions for bridging seemingly disparate and unconnected content areas. Further exploration building on these findings will inform efforts to broaden the pool of teachers capable of teaching pre-college engineering classes. 

   more » « less
2. A music teacher teaches engineering and uses CAD: A case study

   Reid, K. ; Dalal, M. ; Beauchamp, C. ( January 2020 , Proceedings of Society for Information Technology & Teacher Education International Conference)

   K-12 engineering education is currently challenged to have willing and qualified teachers to teach high school level engineering classes. Using multiple data sources that include interviews, classroom observations, and weekly reflections this single case study details how a music teacher with a non-engineering background embraces computer-assisted design. The results suggest that appropriate professional development and encouragement from administrators combined with personal drive can empower teachers from non-STEM disciplines to teach design and provide collaborative learning experiences relating to student fields of interest. The study has implications for engineering professional development programs for teachers and the sustainability of such efforts. 

   more » « less
3. High School Teachers’ Preparedness to Implement Blended e4usa+FIRST models in Underserved Communities (Work in Progress)

   Efe, S. ( January 2022 , American Society for Engineering Education Annual Conference and Exposition)

   Efforts to provide pre-college students with engineering or engineering-related experiences are on the rise in the United States. These efforts are typically undertaken independently of one another and are often in competition to garner greater participation. e4usa+FIRST is a first-of-its-kind collaboration between two pre-college engineering/STEM education efforts that aims to break down existing silos between programs. The project was piloted in nine US high schools within underserved areas. The following study examines high school teacher’s preparedness to teach a blended offering between engineering and robotics curricula following a summer professional development (PD) program. Pilot teachers (n = 10) participated in focus groups to share their perceptions of readiness to implement the blended e4usa+FIRST curriculum. Data was analyzed using open coding and constant comparison methods. Most teachers reported confidence in teaching the blended offering, shared their plans and expectations, and brought up concerns regarding time and sustaining student interest especially during a time of pandemic. This project has implications for precollege engineering education efforts as it could provide a foundational understanding of how two successful programs can be blended, playing a critical role in educating high school students in underserved communities to experience engineering. 

   more » « less
4. High school teachers' conceptualizations of engineering teaching

   Emiola, E. ; Dalal, M. ; Ladeji-Osias, K. ( January 2021 , the Annual Meeting of the American Educational Research Association (AERA))

   null (Ed.)

   Stakeholders of engineering education have recognized the need for engineering instruction in K‐12 classrooms, especially at the high school level. However, lack of engineering-specific standards and varied conceptions of engineering teaching create challenges for high school teachers to teach engineering courses. This paper explores high school teachers’ conceptions of engineering teaching in the context of an engineering education professional development (PD) workshop. We use Social Cognitive Career Theory (SCCT) to examine participants’ conceptions during two focus groups conducted as part of the PD; particularly focusing on teachers’ goals, interests, challenges, and expected outcomes of teaching a high school level engineering course. Results highlight the need for social support for teachers to sustain engineering teaching. 

   more » « less
5. Promoting High School Teachers’ Self-efficacy and the Understanding of Equity Issues in CS Classrooms

   https://doi.org/10.1109/RESPECT.2018.8491713  

   Zhou, Ninger ; Richardson, Debra ; Warschauer, Mark ( February 2018 , 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT))

   Effective and equitable CS teaching in classrooms is contingent on teachers' high-levels of self-efficacy in CS as well as a robust understanding of equity issues in CS classrooms. To this end, our study examined the influence of a professional development (PD) course, Teaching Exploring Computer Science (TECS), on promoting teacher self-efficacy and equity awareness in CS education. This nine-week PD was offered in a hybrid format, delivering on-line and face-to-face classes to high school teachers across various disciplines who served under-represented students. The participants completed a selfefficacy survey focusing on their ability to teach ECS, both before and after the course. Results showed that teachers' selfefficacy in the content knowledge and pedagogical knowledge of ECS significantly increased as a result of taking the course. We also evaluated teacher's understanding of the equity issues by conducting a content analysis of their reflection essays written at the end of the course. Four major themes emerged from the content analysis, highlighting the impact of equitable practices on CS participation. This research demonstrates the role of a professional development course in promoting teachers' self-efficacy beliefs in teaching CS and their understanding of the equity issues and presents tools for assessing teachers' development in these areas. 

   more » « less