Work in progress - changes in high school teachers´ beliefs about engineering preparation: A quasi-experimental study

As more U.S. high schools implement integrated math, science and engineering education courses, teachers´ views of and expectations about engineering are changing the important ways. Using a highly reliable scale for assessing teacher expectations in engineering education, we examined how teacher views changed following an intensive summer institute and an initial engineering education course assignment. Significant changes were found on three of the seven scales, suggesting that pre-collegiate engineering assignments heighten both teachers´ awareness of academic performance and their confidence in teaching math and science concepts in other courses.