Teachers’ Engineering Design Self-Efficacy Changes Influenced by Boundary Objects and Cross-Disciplinary Interactions

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dc.contributor.authorSmith, Shaunna Fultz
dc.contributor.authorTalley, Kimberly Grau
dc.contributor.authorMartinez Ortiz, Araceli
dc.contributor.authorSriraman, Vedaraman
dc.creator.orcidhttps://orcid.org/0000-0002-3375-1519en_US
dc.date.accessioned2023-09-19T15:11:11Z
dc.date.available2023-09-19T15:11:11Z
dc.date.issued2018-06-23
dc.descriptionThis paper was originally presented at the 2018 American Society for Engineering Education annual meeting in Salt Lake City, Utah. © 2018 American Society for Engineering Educationen_US
dc.description.abstractAs part of a larger ongoing NSF-REE-funded project focused on postsecondary maker identity within a university makerspace context, this paper reports on ten in-/pre-service teachers’ engineering design self-efficacy changes after participating in a semester-long makerspace experience at a large Hispanic-serving university in the Southwestern United States. The aim of this part of the project is to discover specific learning models that involve both STEM university students and in-/pre-service teachers in order to develop teamwork, self-efficacy, communication, and identity formation in the maker environment. The theoretical lens of boundary objects (Star & Griesemer, 1989) and cross-disciplinary collaboration (Gorman, 2010) are used to examine how specific learning models can influence change in engineering design self-efficacy. This paper presents the details of the procedural context and learning models integrated within a graduate-level educational technology course, reports on the pre-/post-test results from the Engineering Design Self-Efficacy survey instrument, and discusses implications for engineering education and engaging teachers in authentic maker integration within K-12 educational contexts.en_US
dc.description.departmentBiomedical Engineering and Chemical Engineeringen_US
dc.description.departmentInterdisciplinary Learning and Teaching
dc.description.departmentEngineering Education
dc.description.sponsorshipNational Science Foundationen_US
dc.identifier.citationSmith, S. F., Talley, K. G., Martinez Ortiz, A., & Sriraman, V. (2018). Teachers’ Engineering Design Self-Efficacy Changes Influenced by Boundary Objects and Cross-Disciplinary Interactions. Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. doi:10.18260/1-2--31045en_US
dc.identifier.otherhttps://doi.org/10.18260/1-2--31045
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2056
dc.language.isoen_USen_US
dc.publisherAmerican Society for Engineering Educationen_US
dc.titleTeachers’ Engineering Design Self-Efficacy Changes Influenced by Boundary Objects and Cross-Disciplinary Interactionsen_US
dc.typeArticleen_US

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