Author ORCID Identifier

Jennifer Kouo, Johns Hopkins University

ORCID ID: 0000-0002-4609-8555

Medha Dalal, Arizona State University

ORCID ID: 0000-0001-5705-1800

Eunsil Lee, University at Buffalo

ORCID ID: 0000-0002-1200-2412

Jumoke Ladeji-Osias, Morgan State University

ORCID ID: 0000-0002-8645-696X

Cheryl Beauchamp, Regent University

ORCID ID: 0000-0003-1147-5207

Kenneth Reid, University of Indianapolis

ORCID ID: 0000-0003-2337-7495

Stacy Klein-Gardner, Vanderbilt University

ORCID ID: 0000-0002-3541-9173


Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups and artifacts created during the PD were analyzed using inductive coding and the constant comparative method. The distinct themes that emerged included teachers redefining engineering, growing confidence to teach engineering, benefiting from the PD, receiving support from other teachers, experiencing imposter syndrome, and renewing a passion for engineering education. The results provide implications for how engineering education PD may be developed to allow for reciprocal support and mentoring that supports all teachers regardless of engineering teaching experience. The results also inform future e4usa efforts and aim to change the structure of high school engineering education.



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