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Contribution: This single case study represents a unique attempt to examine a music teacher's experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. Background: Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. Research Questions: 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts?
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A Phenomenological Inquiry of College Engineering Students with Low-Income and Economic Marginalization: Implications for High School Counselors
The purpose of this transcendental phenomenological qualitative study was to describe the precollege interactions of undergraduate engineering students with low-income and economic marginalization (LIEM). Our analysis yielded three major themes regarding precollege interactions: (a) family and kinship as a source of motivation, (b) educators as encouragers, and (c) building bridges with professionals. We discuss the importance of these findings within the community cultural wealth framework, highlighting important considerations and implications for school counselors.
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- Award ID(s):
- 1834034
- PAR ID:
- 10469382
- Publisher / Repository:
- SAGE Publications
- Date Published:
- Journal Name:
- Professional School Counseling
- Volume:
- 27
- Issue:
- 1
- ISSN:
- 1096-2409
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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