Board 284: Exploring and Supporting Non-STEM Teachers’ Engineering Identity Development during Implementation of an Engineering Design Elective Course in Rural Middle Schools

Micaha Dean Hughes; Callie Womble Edwards; Tameshia Ballard Baldwin

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 14
DOI: 10.18260/1-2--42769
Permanent URL: https://strategy.asee.org/42769
Download Count: 140

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Paper Authors

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Micaha Dean Hughes North Carolina State University, Raleigh

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Micaha Dean Hughes is a doctoral student in the Educational Psychology program in the Teacher Education and Learning Sciences department at North Carolina State University. Her research interests include community-engaged approaches to educational equity and access in STEM education, college recruitment and K-12 outreach practices for minoritized groups in STEM, mathematical identity development for rural adolescents and young adults, and culturally sustaining STEM outreach assessment and evaluation.

Micaha received her Master of Science in STEM (Science, Technology, Engineering and Mathematics) Education degree from the University of Kentucky College of Education, and her Bachelor of Science in Integrated Strategic Communication (Public Relations) from the University of Kentucky College of Communication and Information Studies.
Micaha received her Master of Science in STEM (Science, Technology, Engineering and Mathematics) Education degree from the University of Kentucky College of Education, and her Bachelor of Science in Integrated Strategic Communication (Public Relations) from the University of Kentucky College of Communication and Information Studies. She worked as an undergraduate engineering recruiter and outreach director for five years prior to beginning her doctoral program.

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Callie Womble Edwards North Carolina State University at Raleigh

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Tameshia Ballard Baldwin North Carolina State University, Raleigh

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Dr. Tameshia Ballard Baldwin is an Assistant Teaching Professor working jointly across the College of Engineering and the Department of STEM Education within the College of Education at North Carolina State University. She earned a B.S. in Biological Engineering from North Carolina State University and a M.S. and Ph.D. in Biological Systems from Virginia Tech. Dr. Baldwin teaches undergraduate courses in the First Year Engineering program and in the Department of STEM Education. Dr. Baldwin's research interests include broadening participation in engineering among underrepresented populations, particularly those from rural areas and engineering education across the K-20 spectrum.

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Abstract

This paper will discuss the engineering identity development of two rural middle school teachers who are implementing an engineering design elective course while working in staff positions not specific to science, technology, engineering or mathematics (STEM) instruction within their schools. As an Innovative Technology Experiences for Students and Teachers (ITEST) project, this research-practice partnership (RPP) in advanced manufacturing engineering is designed to provide community-based engineering design experiences for underserved middle school students (grades 6-8) from rural NC. While one of the goals of this project is to improve non-cognitive outcomes (i.e., interest, self-efficacy, and STEM identity) and increase participation in engineering for students, a significant byproduct is the development of engineering identity of the middle school teachers.

Rural schools face distinctive challenges in teacher recruitment and retention, particularly in STEM subjects. This project takes a unique approach to filling the gap in the limited number of STEM-qualified teachers in rural areas by providing professional development support for non-STEM teachers who are teaching the 3-part grade level specific engineering design elective course at their middle schools.

Using a narrative inquiry approach, this paper will describe how an individualized professional development structure has impacted two non-STEM teachers as they teach the elective engineering course. Despite their limited STEM backgrounds, the teachers have developed a strong sense of engineering identity alignment through strategic, just-in-time professional development supported by K-12 outreach specialists, STEM content rooted in existing community industry assets and real-world experiences, and consistent administrative support for continued pedagogical and content knowledge development. Operationalizing teacher identity frameworks, this study has implications for engineering and teacher educators as well as community-engaged STEM outreach professionals in considering the importance of identity development opportunities for teachers within research-practice partnerships.

Citation
Format

Dean Hughes, M., & Edwards, C. W., & Baldwin, T. B. (2023, June), Board 284: Exploring and Supporting Non-STEM Teachers’ Engineering Identity Development during Implementation of an Engineering Design Elective Course in Rural Middle Schools Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42769

TY  - CPAPER
AB  - This paper will discuss the engineering identity development of two rural middle school teachers who are implementing an engineering design elective course while working in staff positions not specific to science, technology, engineering or mathematics (STEM) instruction within their schools. As an Innovative Technology Experiences for Students and Teachers (ITEST) project, this research-practice partnership (RPP) in advanced manufacturing engineering is designed to provide community-based engineering design experiences for underserved middle school students (grades 6-8) from rural NC. While one of the goals of this project is to improve non-cognitive outcomes (i.e., interest, self-efficacy, and STEM identity) and increase participation in engineering for students, a significant byproduct is the development of engineering identity of the middle school teachers. 

Rural schools face distinctive challenges in teacher recruitment and retention, particularly in STEM subjects. This project takes a unique approach to filling the gap in the limited number of STEM-qualified teachers in rural areas by providing professional development support for  non-STEM teachers who are teaching the 3-part grade level specific engineering design elective course at their middle schools. 

Using a narrative inquiry approach, this paper will describe how an individualized professional development structure has impacted two non-STEM teachers as they teach the elective engineering course. Despite their limited STEM backgrounds, the teachers have developed a strong sense of engineering identity alignment through strategic, just-in-time professional development supported by K-12 outreach specialists, STEM content rooted in existing community industry assets and real-world experiences, and consistent administrative support for continued pedagogical and content knowledge development. Operationalizing teacher identity frameworks, this study has implications for engineering and teacher educators as well as community-engaged STEM outreach professionals in considering the importance of identity development opportunities for teachers within research-practice partnerships.
AU  - Micaha Dean Hughes
AU  - Callie Womble Edwards
AU  - Tameshia Ballard Baldwin
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 284: Exploring and Supporting Non-STEM Teachers’ Engineering Identity Development during Implementation of an Engineering Design Elective Course in Rural Middle Schools 
UR  - https://strategy.asee.org/42769
DO  - 10.18260/1-2--42769
ER  -