Papers by Anne M. Lucietto
Proceedings of the 2016 ASEE Annual Conference and Exposition
Professional societies fulfill many roles for their members. For underrepresented groups, the dif... more Professional societies fulfill many roles for their members. For underrepresented groups, the different roles become more important. Despite increasing numbers of women and other underrepresented groups in engineering academia, retention rates of women are still below the national average. Professional societies such as the Society of Women Engineers (SWE) may close the retention gap through community building. Not only do professional societies provide opportunities for networking and career building, but they also provide affirmation that there are others in similar roles. Although there are financial and time constraints to becoming active within a professional society not affiliated with one’s technical area, when academics feel that their involvement is valuable to their career development they will invest necessary time and money into the professional society. Similarities exist between how professional societies retain/attract faculty from underrepresented groups and how universities accomplish the same goal.
This paper focuses on how one professional organization, SWE, is providing opportunities to women in academia that include professional development, recognition/awards, networking, leadership development, and career advancement. These activities will be compared to university initiatives to retain/attract faculty and other underrepresented serving societies to provide an overview of what advantages SWE and other societies offer for the academic members of their organization. SWE is uniquely positioned to provide a community that transcends the organizational boundaries by encompassing technical, service, and professional development areas for women in academia that is inclusive, collaborative, and supportive as well as connected to industry, government and academia on multiple levels.
School Science and Mathematics, 2014
ABSTRACT This study examines the effects of integrated science, technology, and engineering (STE)... more ABSTRACT This study examines the effects of integrated science, technology, and engineering (STE) education on second‐, third‐, and fourth‐grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009–2010 school year, 59 elementary school teachers, who attended a week‐long engineering teacher professional development (TPD) program, implemented STE integrated lessons in schools in a large, south‐central U.S. school district. At the beginning and end of the school year, the Student Knowledge Tests (SKTs) and the Engineering Identity Development Scale (EIDS) were administered to 831 students either in classrooms with the STE integrated lessons (treatment) or without (control). Item and confirmatory factor analyses provided sufficient reliability and validity evidence of the SKTs. Significant differences between treatment and control groups for all three grades on the post‐SKTs indicate the impact of STE integration on students' content knowledge. The EIDS showed no significant group differences on the academic subscale, while the engineering career subscale showed that treatment group students scored significantly higher than control group students in all three grades. Those significant changes in the treatment group in knowledge and aspirations are strong evidence for the potential impact of STE integration.
The purpose of this study was to examine the effects of a teacher professional development progra... more The purpose of this study was to examine the effects of a teacher professional development program carried out by the Institute for P-12 Engineering Research & Learning (INSPIRE) on elementary students' knowledge about science and engineering and their engineering identity. Teacher professional development programs for engineering at the elementary level remain a developing area and as such there is a need to examine their effects to maximize learning outcomes for students. Teachers in a large school district in the Southwestern U.S. implemented the Engineering is Elementary curriculum and Model Eliciting Activities throughout the 2009-10 school year. Participants were 836 students in 2 nd through 4 th grade whose teachers either implemented the engineering curriculum (treatment) or did not (control). Treatment and control group students took the Student Knowledge Tests (SKTs), which consist of separate tests for each grade level and the Engineering Identity Development Scale (EIDS), which assessed engineering identity beliefs. Results showed significant differences between treatment and control group students for all three grades on the SKTs. The Academic subscale of the EIDS showed no significant differences between groups, while the Engineering Career subscale showed that treatment group students scored significantly higher than control group students in all three grades. Implications include increased use of the engineering curriculum at the elementary level to improve student achievement and interest more students in engineering.
While distance education courses have expanded course offerings in the agricultural sciences, pro... more While distance education courses have expanded course offerings in the agricultural sciences, programs to increase interaction among minority serving and predominately white institutions have been lacking. To address this need, we delivered a synchronously taught undergraduate course on sustainable agriculture to students at Haskell Indian Nations University and at Purdue University for three semesters from 2010 to 2012. Students participated in three main activities: lectures, reciprocal campus visits and a project in which each student interviewed two to three adults about their perspectives on the sustainability of U.S. agriculture. Quantitative and qualitative data were used to determine student engagement and program assessment. Students at both universities posted comments and questions frequently during the lectures and were generally satisfied with the technology used to deliver the lectures. As measured by the number of comments and questions posted during the lectures, Native American males were particularly engaged by course content. The interest of Native American males in working in multicultural groups also increased significantly during the semester although no differences were detected for Purdue males or for women at either institution. Students emphasized the importance of the reciprocal visits and projects for getting to know each other outside the classroom in both written and verbal comments. Our results suggest that students from culturally diverse institutions can be engaged during synchronously taught courses using distance-learning technologies.
The purpose of this study was to examine the effects of a teacher professional development progra... more The purpose of this study was to examine the effects of a teacher professional development program carried out by the Institute for P-12 Engineering Research & Learning (INSPIRE) on elementary students' knowledge about science and engineering and their engineering identity. Teacher professional development programs for engineering at the elementary level remain a developing area and as such there is a need to examine their effects to maximize learning outcomes for students. Teachers in a large school district in the Southwestern U.S. implemented the Engineering is Elementary curriculum and Model Eliciting Activities throughout the 2009-10 school year. Participants were 836 students in 2 nd through 4 th grade whose teachers either implemented the engineering curriculum (treatment) or did not (control). Treatment and control group students took the Student Knowledge Tests (SKTs), which consist of separate tests for each grade level and the Engineering Identity Development Scale (EIDS), which assessed engineering identity beliefs. Results showed significant differences between treatment and control group students for all three grades on the SKTs. The Academic subscale of the EIDS showed no significant differences between groups, while the Engineering Career subscale showed that treatment group students scored significantly higher than control group students in all three grades. Implications include increased use of the engineering curriculum at the elementary level to improve student achievement and interest more students in engineering.
School Science and Mathematics, 2014
ABSTRACT This study examines the effects of integrated science, technology, and engineering (STE)... more ABSTRACT This study examines the effects of integrated science, technology, and engineering (STE) education on second‐, third‐, and fourth‐grade students' STE content knowledge and aspirations concerning engineering after validation of the measures. During the 2009–2010 school year, 59 elementary school teachers, who attended a week‐long engineering teacher professional development (TPD) program, implemented STE integrated lessons in schools in a large, south‐central U.S. school district. At the beginning and end of the school year, the Student Knowledge Tests (SKTs) and the Engineering Identity Development Scale (EIDS) were administered to 831 students either in classrooms with the STE integrated lessons (treatment) or without (control). Item and confirmatory factor analyses provided sufficient reliability and validity evidence of the SKTs. Significant differences between treatment and control groups for all three grades on the post‐SKTs indicate the impact of STE integration on students' content knowledge. The EIDS showed no significant group differences on the academic subscale, while the engineering career subscale showed that treatment group students scored significantly higher than control group students in all three grades. Those significant changes in the treatment group in knowledge and aspirations are strong evidence for the potential impact of STE integration.
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Papers by Anne M. Lucietto
This paper focuses on how one professional organization, SWE, is providing opportunities to women in academia that include professional development, recognition/awards, networking, leadership development, and career advancement. These activities will be compared to university initiatives to retain/attract faculty and other underrepresented serving societies to provide an overview of what advantages SWE and other societies offer for the academic members of their organization. SWE is uniquely positioned to provide a community that transcends the organizational boundaries by encompassing technical, service, and professional development areas for women in academia that is inclusive, collaborative, and supportive as well as connected to industry, government and academia on multiple levels.
This paper focuses on how one professional organization, SWE, is providing opportunities to women in academia that include professional development, recognition/awards, networking, leadership development, and career advancement. These activities will be compared to university initiatives to retain/attract faculty and other underrepresented serving societies to provide an overview of what advantages SWE and other societies offer for the academic members of their organization. SWE is uniquely positioned to provide a community that transcends the organizational boundaries by encompassing technical, service, and professional development areas for women in academia that is inclusive, collaborative, and supportive as well as connected to industry, government and academia on multiple levels.