Abstract:
Contribution: This single case study represents a unique attempt to examine a music teacher’s experiences as he took on the challenge of teaching a high school level engi...Show MoreMetadata
Abstract:
Contribution: This single case study represents a unique attempt to examine a music teacher’s experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. Background: Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. Research Questions: 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts? Methodology: Multiple interviews, teacher reflection entries, and classroom observations were open coded using a two-cycle coding approach that resulted in six themes. Findings: Results highlight the necessary preconditions and processes involved in bridging seemingly disparate subject areas that could lead to confidence building and empowerment of non-STEM teachers.
Published in: IEEE Transactions on Education ( Volume: 65, Issue: 3, August 2022)
Funding Agency:
The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA
Medha Dalal received the B.S. degree in electrical engineering from Gujarat University, Ahmedabad, India, in 1991, the M.S. degree in computer science from New York University, New York, NY, USA, in 1993, and the Ph.D. degree in learning, literacies, and technologies with an emphasis on engineering education from Arizona State University, Tempe, AZ, USA, in 2019.
She is currently a Postdoctoral Scholar with the Fulton Scho...Show More
Medha Dalal received the B.S. degree in electrical engineering from Gujarat University, Ahmedabad, India, in 1991, the M.S. degree in computer science from New York University, New York, NY, USA, in 1993, and the Ph.D. degree in learning, literacies, and technologies with an emphasis on engineering education from Arizona State University, Tempe, AZ, USA, in 2019.
She is currently a Postdoctoral Scholar with the Fulton Scho...View more
The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA
Adam R. Carberry received the B.S. degree in materials science engineering from Alfred University, New York, NY, USA, in 2002, and the M.S. degree in chemistry and the Ph.D. degree in engineering education from Tufts University, Medford, MA, USA, in 2004 and 2010, respectively.
He is currently an Associate Professor with The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA, where h...Show More
Adam R. Carberry received the B.S. degree in materials science engineering from Alfred University, New York, NY, USA, in 2002, and the M.S. degree in chemistry and the Ph.D. degree in engineering education from Tufts University, Medford, MA, USA, in 2004 and 2010, respectively.
He is currently an Associate Professor with The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA, where h...View more
Department of Music and Arts, Arcadia High School, Phoenix, AZ, USA
Richard Maxwell received the Music Composition degree (first ever recipient) from Bradley University, Peoria, IL, USA, in 1993, and the master’s degree in music from The University of Arizona, Tucson, AZ, USA, in 1998.
He created the Arcadia High School, Phoenix, AZ, USA, Creative Musical Arts and Sciences Program—considered a model for creativity-based music programs across much of the United States. He has developed and ...Show More
Richard Maxwell received the Music Composition degree (first ever recipient) from Bradley University, Peoria, IL, USA, in 1993, and the master’s degree in music from The University of Arizona, Tucson, AZ, USA, in 1998.
He created the Arcadia High School, Phoenix, AZ, USA, Creative Musical Arts and Sciences Program—considered a model for creativity-based music programs across much of the United States. He has developed and ...View more
Contents The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA
Medha Dalal received the B.S. degree in electrical engineering from Gujarat University, Ahmedabad, India, in 1991, the M.S. degree in computer science from New York University, New York, NY, USA, in 1993, and the Ph.D. degree in learning, literacies, and technologies with an emphasis on engineering education from Arizona State University, Tempe, AZ, USA, in 2019.
She is currently a Postdoctoral Scholar with the Fulton Schools of Engineering, Arizona State University. Her research explores ways of thinking to address complex engineering education challenges and democratize engineering education.
Medha Dalal received the B.S. degree in electrical engineering from Gujarat University, Ahmedabad, India, in 1991, the M.S. degree in computer science from New York University, New York, NY, USA, in 1993, and the Ph.D. degree in learning, literacies, and technologies with an emphasis on engineering education from Arizona State University, Tempe, AZ, USA, in 2019.
She is currently a Postdoctoral Scholar with the Fulton Schools of Engineering, Arizona State University. Her research explores ways of thinking to address complex engineering education challenges and democratize engineering education.View more
The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA
Adam R. Carberry received the B.S. degree in materials science engineering from Alfred University, New York, NY, USA, in 2002, and the M.S. degree in chemistry and the Ph.D. degree in engineering education from Tufts University, Medford, MA, USA, in 2004 and 2010, respectively.
He is currently an Associate Professor with The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA, where he serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program and manages the Seeking Transformations in Engineering Education through Research Lab.
Dr. Carberry is a Senior Associate Editor of the Journal of Engineering Education and the Past Chair of the Research in Engineering Education Network Governing Board.
Adam R. Carberry received the B.S. degree in materials science engineering from Alfred University, New York, NY, USA, in 2002, and the M.S. degree in chemistry and the Ph.D. degree in engineering education from Tufts University, Medford, MA, USA, in 2004 and 2010, respectively.
He is currently an Associate Professor with The Polytechnic School, Fulton Schools of Engineering, Arizona State University, Mesa, AZ, USA, where he serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program and manages the Seeking Transformations in Engineering Education through Research Lab.
Dr. Carberry is a Senior Associate Editor of the Journal of Engineering Education and the Past Chair of the Research in Engineering Education Network Governing Board.View more
Department of Music and Arts, Arcadia High School, Phoenix, AZ, USA
Richard Maxwell received the Music Composition degree (first ever recipient) from Bradley University, Peoria, IL, USA, in 1993, and the master’s degree in music from The University of Arizona, Tucson, AZ, USA, in 1998.
He created the Arcadia High School, Phoenix, AZ, USA, Creative Musical Arts and Sciences Program—considered a model for creativity-based music programs across much of the United States. He has developed and written curriculum for several national organizations.
Mr. Maxwell was also recognized in 2014 as the Music Educator Mentor of the Year from Arizona State University, Tempe, AZ, USA, and was a 2015 top 10 finalist for the GRAMMY Music Educator Award.
Richard Maxwell received the Music Composition degree (first ever recipient) from Bradley University, Peoria, IL, USA, in 1993, and the master’s degree in music from The University of Arizona, Tucson, AZ, USA, in 1998.
He created the Arcadia High School, Phoenix, AZ, USA, Creative Musical Arts and Sciences Program—considered a model for creativity-based music programs across much of the United States. He has developed and written curriculum for several national organizations.
Mr. Maxwell was also recognized in 2014 as the Music Educator Mentor of the Year from Arizona State University, Tempe, AZ, USA, and was a 2015 top 10 finalist for the GRAMMY Music Educator Award.View more
