This paper examines the relationship between creative self-efficacy and creative outcomes for stu... more This paper examines the relationship between creative self-efficacy and creative outcomes for students participating in an engineering summer camp at a major research institution. The case has been made for an increased emphasis on creativity in technology and engineering education yet, a perceived inability to assess creativity in students' work coupled with a lack of research in this area has prevented the inculcation of instructional strategies promoting creativity in STEM classrooms. In order to identify instructional strategies that help promote creativity in design, it is important to examine the relationship between students' creative self-efficacy and their creative outcomes as measured by the Consensual Assessment Technique (CAT). High school students participating in a weeklong engineering summer camp engaged in an engineering design challenge that produced a physical and/or working model. Images of the resulting models, technical drawings, and poster presentation materials were displayed on a website which was accessed by a team of nine independent expert raters. Creative outcomes were evaluated using a web-based version of the CAT as measured by the expert raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. Student participants also completed a self-reporting creative selfefficacy inventory scale. Using nonparametric bivariate correlation researchers investigated the relationship of creative outcomes and creative self-efficacy. Results of the study found no association between students' self-efficacy and their creative outcomes. This study also reported on the inter-rater reliability of the web-based version of the CAT and its discriminant validity. Results proved that the web-based version of the CAT is a valid and reliable means of measuring student's creative outcomes. The results and implications for K-12 technology and engineering education are discussed in this report.
Part of the Engineering Education Commons This Report is brought to you for free and open access ... more Part of the Engineering Education Commons This Report is brought to you for free and open access by the Research at
He earned a Ph.D. in occupational studies from the University of Georgia. His research interests ... more He earned a Ph.D. in occupational studies from the University of Georgia. His research interests include diversity initiatives and increasing student self-efficacy in science and math through infusing engineering design into 9-12 technology education. Previously, he was a middle school technology educator in North Carolina, active in the community activism and grassroots initiatives.
A better understanding of engineering and its relationship to society is critical for all America... more A better understanding of engineering and its relationship to society is critical for all Americans even though few will pursue engineering as a career 1. At the heart of engineering is design and therefore developing an understanding of the engineering design process is essential for all students to be literate citizens 2. Design thinking is fundamental in understanding the technologically dependent nature of our society because design represents a decision making process for converting resources optimally to meet our needs 3. This study was developed in an effort to gain a better understanding of how to administer and measure design thinking of high school students. Using a modified protocol analysis, this study focused on the design thinking of engineering design teams. As proffered by Roberts et al. 4 , "The development of design, problem solving, and communications skills within a team setting is a crucial component of the education of a globally competitive engineer" (p. 2). This research will serve to inform developers of team design thinking measurements. Curricular and pedagogical efforts are currently in place to develop an understanding of engineering design among high school students through formal and informal experiences.
In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of m... more In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of modeling as a habit of mind and practice for novice designers engaged in engineering design challenges. In an engineering design course, pre-service teachers created modeling artifacts in the form of conceptual models, graphical models, mathematical models and finally working models. Data also came from the students’ work in the form of student-generated mind maps, design journals, final design products and their accompanying documentation, as well as peer checking procedures. The results suggest that a focus on modeling in an engineering design challenge can be beneficial to both student and instructor. Modeling not only served as a vehicle for representation, but also as an aid in assessment and documentation of students’ cognitive processes.
Journal of STEM Education: Innovations and Research, 2015
This paper examines STEM-based informal learning environments for underrepresented students and r... more This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We provide results of a qualitative research study conducted with the MESA program, an informal learning environment that has proven to be effective in recruiting, retaining and encouraging underrepresented students to pursue STEM careers. Using a grounded theory approach, focus group interviews were conducted with five student groups throughout the state of California in an effort to “unpack the activity” variables of the informal learning environment. Results of this study should inform formal learning environments and other informal learning environments as to the components that make these learning environments effective and appealing to ...
Engineering graphics education has long been a required component of technology and engineering e... more Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students. This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics...
Technology and engineering education is filled with so many varied topics that it is almost impos... more Technology and engineering education is filled with so many varied topics that it is almost impossible to break them into grade-level courses. As a result, courses are often mixed with all grade levels and all types of learners. On rare occasions, one course section pops into the schedule that is all one level. When this occurs, it may become necessary to reevaluate the practices that have been implemented in the classroom related to instruction, discipline, and policy. For this study, the population of graphic design students consisted of primarily freshman students. In this case, the researcher was faced with an entire section of graphic design with primarily freshman students. In the past, there had been freshmen mixed into other sections without any problems. However, this class posed an interesting problem: traditional instructional methods were not working. This section of mostly freshman students was falling behind the usual curricular pace for the class. They were struggling...
Investigating Influences of the MESA Program upon Underrepresented Students The Mathematics, Engi... more Investigating Influences of the MESA Program upon Underrepresented Students The Mathematics, Engineering, Science Achievement (MESA) program supports educationally disadvantaged students and minority students in middle schools and high schools by providing pathways to help them succeed in science, mathematics and engineering. 1 MESA goals are to "1) increase the number of engineers, scientists, mathematicians, and related professionals at technical and management levels, and 2) serve as a driving force in encouraging minorities and females in achieving success in these fields." 2 MESA programs are based on a common cocurricular academic enrichment model that includes "academic planning, community service, family involvement, academic enrichment, hands-on engineering activities, career advising, field trips, competitions and workshops." 3 MESA programs represent an innovative way of linking a co-curricular learning environment to mathematics, engineering and science programs within the formal public school setting to enhance STEM education of students. The first MESA program was founded in 1970 at Oakland Technical High School in Oakland, CA with a membership of 25 students. MESA's aim was to develop academic and leadership skills, raise educational expectations, and instill confidence in California students from groups that were historically underrepresented in engineering, physical science, or other math-based fields, with the aim of increasing the numbers who enroll in and graduate from a four-year university. The MESA effort was supported by the California Public School System, the state Community College System, and the California College System. "There may be other established programs, or programs under development, designed to increase Latino academic achievement in mathematics and science, but none has the longevity, organizational structure, network and academic rigor as does MESA." 4
Highly proficient expert engineers begin the iterative process of design by thoroughly investigat... more Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students' cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students' solution success during a design challenge. The SCOPE process is used to help teachers scaffold students' design experiences during a tower design challenge and increase the overall effectiveness of their design efforts. Students in this study (N = 802) were separated into treatment and control groups. Using hierarchical multiple regression, the SCOPE process accounted for 40.4% (ΔR 2 = .404) of the variability of the design score, which was statistically significant (p < .001). The results indicate that students who received scaffolded instruction from their teachers related to the SCOPE process during the design experience performed better on the design challenge.
A focus group study was conducted with purposefully sampled student participants solving an engin... more A focus group study was conducted with purposefully sampled student participants solving an engineering design challenge during a one-week engineering summer camp held at a research-intensive university in the southeast. The goal of the study was to further understand the student experience and ascertain the perceived value of an informal learning environment for students engaged in an engineering design challenge. Emergent themes are provided to illustrate the primary challenges related to the engineering design challenge and the aspects of the engineering summer camp that were beneficial to the student participants. It is anticipated that the results of this study will constructively add to the literature on learning and teaching in engineering design across informal and formal learning environments.
This paper examines the relationship between creative self-efficacy and creative outcomes for stu... more This paper examines the relationship between creative self-efficacy and creative outcomes for students participating in an engineering summer camp at a major research institution. The case has been made for an increased emphasis on creativity in technology and engineering education yet, a perceived inability to assess creativity in students' work coupled with a lack of research in this area has prevented the inculcation of instructional strategies promoting creativity in STEM classrooms. In order to identify instructional strategies that help promote creativity in design, it is important to examine the relationship between students' creative self-efficacy and their creative outcomes as measured by the Consensual Assessment Technique (CAT). High school students participating in a weeklong engineering summer camp engaged in an engineering design challenge that produced a physical and/or working model. Images of the resulting models, technical drawings, and poster presentation materials were displayed on a website which was accessed by a team of nine independent expert raters. Creative outcomes were evaluated using a web-based version of the CAT as measured by the expert raters. Online survey software featuring a series of Likert-type scales was used for ratings. The raters viewed project images on larger computer screens and used iPads to input their assessments. Student participants also completed a self-reporting creative selfefficacy inventory scale. Using nonparametric bivariate correlation researchers investigated the relationship of creative outcomes and creative self-efficacy. Results of the study found no association between students' self-efficacy and their creative outcomes. This study also reported on the inter-rater reliability of the web-based version of the CAT and its discriminant validity. Results proved that the web-based version of the CAT is a valid and reliable means of measuring student's creative outcomes. The results and implications for K-12 technology and engineering education are discussed in this report.
Part of the Engineering Education Commons This Report is brought to you for free and open access ... more Part of the Engineering Education Commons This Report is brought to you for free and open access by the Research at
He earned a Ph.D. in occupational studies from the University of Georgia. His research interests ... more He earned a Ph.D. in occupational studies from the University of Georgia. His research interests include diversity initiatives and increasing student self-efficacy in science and math through infusing engineering design into 9-12 technology education. Previously, he was a middle school technology educator in North Carolina, active in the community activism and grassroots initiatives.
A better understanding of engineering and its relationship to society is critical for all America... more A better understanding of engineering and its relationship to society is critical for all Americans even though few will pursue engineering as a career 1. At the heart of engineering is design and therefore developing an understanding of the engineering design process is essential for all students to be literate citizens 2. Design thinking is fundamental in understanding the technologically dependent nature of our society because design represents a decision making process for converting resources optimally to meet our needs 3. This study was developed in an effort to gain a better understanding of how to administer and measure design thinking of high school students. Using a modified protocol analysis, this study focused on the design thinking of engineering design teams. As proffered by Roberts et al. 4 , "The development of design, problem solving, and communications skills within a team setting is a crucial component of the education of a globally competitive engineer" (p. 2). This research will serve to inform developers of team design thinking measurements. Curricular and pedagogical efforts are currently in place to develop an understanding of engineering design among high school students through formal and informal experiences.
In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of m... more In this paper we examine a case study of a pedagogical strategy that focuses on the teaching of modeling as a habit of mind and practice for novice designers engaged in engineering design challenges. In an engineering design course, pre-service teachers created modeling artifacts in the form of conceptual models, graphical models, mathematical models and finally working models. Data also came from the students’ work in the form of student-generated mind maps, design journals, final design products and their accompanying documentation, as well as peer checking procedures. The results suggest that a focus on modeling in an engineering design challenge can be beneficial to both student and instructor. Modeling not only served as a vehicle for representation, but also as an aid in assessment and documentation of students’ cognitive processes.
Journal of STEM Education: Innovations and Research, 2015
This paper examines STEM-based informal learning environments for underrepresented students and r... more This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We provide results of a qualitative research study conducted with the MESA program, an informal learning environment that has proven to be effective in recruiting, retaining and encouraging underrepresented students to pursue STEM careers. Using a grounded theory approach, focus group interviews were conducted with five student groups throughout the state of California in an effort to “unpack the activity” variables of the informal learning environment. Results of this study should inform formal learning environments and other informal learning environments as to the components that make these learning environments effective and appealing to ...
Engineering graphics education has long been a required component of technology and engineering e... more Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students. This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics...
Technology and engineering education is filled with so many varied topics that it is almost impos... more Technology and engineering education is filled with so many varied topics that it is almost impossible to break them into grade-level courses. As a result, courses are often mixed with all grade levels and all types of learners. On rare occasions, one course section pops into the schedule that is all one level. When this occurs, it may become necessary to reevaluate the practices that have been implemented in the classroom related to instruction, discipline, and policy. For this study, the population of graphic design students consisted of primarily freshman students. In this case, the researcher was faced with an entire section of graphic design with primarily freshman students. In the past, there had been freshmen mixed into other sections without any problems. However, this class posed an interesting problem: traditional instructional methods were not working. This section of mostly freshman students was falling behind the usual curricular pace for the class. They were struggling...
Investigating Influences of the MESA Program upon Underrepresented Students The Mathematics, Engi... more Investigating Influences of the MESA Program upon Underrepresented Students The Mathematics, Engineering, Science Achievement (MESA) program supports educationally disadvantaged students and minority students in middle schools and high schools by providing pathways to help them succeed in science, mathematics and engineering. 1 MESA goals are to "1) increase the number of engineers, scientists, mathematicians, and related professionals at technical and management levels, and 2) serve as a driving force in encouraging minorities and females in achieving success in these fields." 2 MESA programs are based on a common cocurricular academic enrichment model that includes "academic planning, community service, family involvement, academic enrichment, hands-on engineering activities, career advising, field trips, competitions and workshops." 3 MESA programs represent an innovative way of linking a co-curricular learning environment to mathematics, engineering and science programs within the formal public school setting to enhance STEM education of students. The first MESA program was founded in 1970 at Oakland Technical High School in Oakland, CA with a membership of 25 students. MESA's aim was to develop academic and leadership skills, raise educational expectations, and instill confidence in California students from groups that were historically underrepresented in engineering, physical science, or other math-based fields, with the aim of increasing the numbers who enroll in and graduate from a four-year university. The MESA effort was supported by the California Public School System, the state Community College System, and the California College System. "There may be other established programs, or programs under development, designed to increase Latino academic achievement in mathematics and science, but none has the longevity, organizational structure, network and academic rigor as does MESA." 4
Highly proficient expert engineers begin the iterative process of design by thoroughly investigat... more Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students' cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students' solution success during a design challenge. The SCOPE process is used to help teachers scaffold students' design experiences during a tower design challenge and increase the overall effectiveness of their design efforts. Students in this study (N = 802) were separated into treatment and control groups. Using hierarchical multiple regression, the SCOPE process accounted for 40.4% (ΔR 2 = .404) of the variability of the design score, which was statistically significant (p < .001). The results indicate that students who received scaffolded instruction from their teachers related to the SCOPE process during the design experience performed better on the design challenge.
A focus group study was conducted with purposefully sampled student participants solving an engin... more A focus group study was conducted with purposefully sampled student participants solving an engineering design challenge during a one-week engineering summer camp held at a research-intensive university in the southeast. The goal of the study was to further understand the student experience and ascertain the perceived value of an informal learning environment for students engaged in an engineering design challenge. Emergent themes are provided to illustrate the primary challenges related to the engineering design challenge and the aspects of the engineering summer camp that were beneficial to the student participants. It is anticipated that the results of this study will constructively add to the literature on learning and teaching in engineering design across informal and formal learning environments.
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