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.
Understanding the Impact of Professional Development for a Cohort of Teachers with Varying Prior Engineering Teaching Experience.
Journal of Pre-College Engineering Education Research (J-PEER), 13(1), Article 3.