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Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

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Title: Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact
Language: English
Authors: Medha Dalal (ORCID 0000-0001-5705-1800), Assad Iqbal (ORCID 0000-0002-8060-7384), Adam R. Carberry (ORCID 0000-0003-0041-7060)
Source: IEEE Transactions on Education. 2024 67(3):364-376.
Availability: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
Contract Number: 2113312
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Blended Learning, Program Implementation, Program Effectiveness, High Schools, High School Students, Engineering Education, High School Teachers, Teacher Attitudes, STEM Education, Robotics, Curriculum Implementation, Faculty Development, Stakeholders
DOI: 10.1109/TE.2023.3338610
ISSN: 0018-9359
1557-9638
Abstract: Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers (n = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426721
Database: ERIC
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  Data: Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact
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  Data: <searchLink fieldCode="AR" term="%22Medha+Dalal%22">Medha Dalal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5705-1800">0000-0001-5705-1800</externalLink>)<br /><searchLink fieldCode="AR" term="%22Assad+Iqbal%22">Assad Iqbal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8060-7384">0000-0002-8060-7384</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+R%2E+Carberry%22">Adam R. Carberry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0041-7060">0000-0003-0041-7060</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. 2024 67(3):364-376.
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  Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
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  Data: 13
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  Data: 2024
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  Data: National Science Foundation (NSF), Division of Engineering Education and Centers (EEC)
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Robotics%22">Robotics</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink>
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  Data: 10.1109/TE.2023.3338610
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  Data: 0018-9359<br />1557-9638
– Name: Abstract
  Label: Abstract
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  Data: Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers (n = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.
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  Data: 2024
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        Value: 10.1109/TE.2023.3338610
    Languages:
      – Text: English
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        PageCount: 13
        StartPage: 364
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: High Schools
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      – SubjectFull: High School Students
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      – SubjectFull: Engineering Education
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: STEM Education
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      – SubjectFull: Robotics
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      – SubjectFull: Faculty Development
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      – SubjectFull: Stakeholders
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      – TitleFull: Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact
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