Browsing by Author "Bowen, Bradley Davis"

Now showing 1 - 8 of 8
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    The Effect of Whiteboarding on Student Self-Efficacy in the Computer Science Classroom
    Chapin, John Andrew (Virginia Tech, 2022-02-25)
    Computer Science (CS) is a critical subject for STEM students to learn. Yet, many students struggle in Introductory Computer Science (CS1) and fail or dropout of the class. A lack of CS self-efficacy - the belief that the individual can complete a task - is frequently the cause of this failure to succeed in CS1. Solutions have been proposed to improve student self-efficacy in CS1. Unfortunately, a lack of self-efficacy in CS1 classes is still a problem. This study examines a pedagogical tool, whiteboarding, and it's affect on student perception of self-efficacy during the programming problem-solving process for novice programmers. These findings indicate whiteboarding can be a vital tool that increases student self-efficacy by improving their success at programming activities, increasing collaboration and feedback, and providing an active learning environment that is positive and holds students accountable for their work. The goal of this multiple method study was to identify the effect on CS1 students' perception of self-efficacy. Focus group sessions and researcher notes and memos were used to collect qualitative data. A pre- and post-intervention self-efficacy questionnaire was used to quantify the change in self-efficacy. The whiteboarding intervention was conducted in two AP CS A classes during the first four weeks of the year. Seventeen 10th grade students participated in the focus groups and the questionnaire. Three focus groups of four students and one focus group of five students was conducted at the end of the intervention. The three themes that emerged from the focus group sessions answered the research question: Engagement with the Problem, Engagement with Others, and Engagement with the Environment. Teaching success in the CS1 classroom requires student self-efficacy. This study has implications for CS1 course instructors.
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    The Engineering Identity Development of Department of the Air Force  Women of Color Developmental Engineers
    Jackson, Janelle T.H. (Virginia Tech, 2024-05-14)
    The National Research Council (2010) reports that minorities and women are consistently overlooked as a critical source of STEM talent and expertise, and are a segment of the population that must be sought after if the U.S. is to meet the educational, industry and military demands of tomorrow. These three entities (education, industry and military) are key stakeholders in the preparation of a strong STEM workforce, and each is heavily vested in the recruitment of the most talented individuals. Despite the military's ongoing efforts, specifically those of the Department of the Air Force (DAF), the armed forces continue to fall short in recruiting and retaining women and minorities in engineering (National Research Council, 2010). This qualitative, phenomenological study is informed by Gee's (2000) theory of four interconnected perspectives of identity, Erickson's (1962) Psychosocial Theory of Development, Godwin's (2016) engineering identity development, Kummel's (2018) military identity, and Lent et al.'s (1994) social cognitive career theory (SCCT) and sought to answer the following research question: How do Department of the Air Force (DAF) Women Of Color (WOC) Developmental Engineers (DE) describe the lived experiences that have affected and shaped their engineering identity development and enabled them to become DAF WOC DEs? The current state of knowledge about and understanding of the many ways in which WOC become DE in the DAF and develop their engineering identity are complex but amenable to further review and intervention solutions. Many of the issues addressed in the literature review remain unaddressed or insufficiently addressed: the need for self-belief, competent and compassionate educators, science learning experiences with engineers, role models, STEM motivation and identity, shared military meaning for engineers, affiliations with minority engineering programs, and a range of support including family, financial, emotional and educational. Purposeful sampling was used to intentionally find the people who have experienced the phenomenon of being a WOC Developmental Engineer (DE) in the DAF to best articulate their lived experiences and inform the research study (Creswell and Poth, 2018). Criteria for participation included identifying as a woman or female, being a member of the DAF (USAF or USSF), carrying the 62E Developmental Engineering Air Force Specialty Code (AFSC), and belonging to one of the following ethnic or minority groups: American Indian/Native Alaskan, Asian, Black or African American, identified as more than one race, Native Hawaiian/Other Pacific Island, Hispanic or Latino. Six women responded to the solicitation and were interviewed. The research participants for this study are adult female members of the DAF, active duty or retired. DAF comprises both the United States Air Force (USAF) and United States Space Force (USSF). The key points from the findings suggest four major themes, closely aligned with the work of Gee (2000), in understanding the dynamic nature of identity as an important analytic tool for how people perform or see themselves in society, in school, in learning, and in life. The four major perspectives/themes are nature identity e.g., female; institutional identity e.g. DAF; discursive/discourse identity e.g. recognition; and affinity identity e.g. developmental engineering. Based on the experiences of these women, developing an interest in STEM or engineering along with setting a goal early in life is key to becoming an engineer. Additionally, various learning experiences supported by a strong math foundation played a role in developing an interest in engineering, especially hands-on experiences. Having a strong math foundation was important to developing engineering identity. Math helps students think abstractly, develop critical thinking skills, and enables them to deal with hard, ill-defined problems. Math is also an area where students need encouragement and are likely to struggle and need help. Connecting math to real world situations and applications helps with interest and as Alma puts it, math can "activate the curiosity of the mind". Critical choices were made to get scholarships and to join ROTC enabling them to earn an engineering degree and providing a pathway to the DAF. Essentially, learning experiences including having a strong math foundation, interests/goals, support/self-belief, and critical choices supported these women in developing their engineering identity. Having the support of family and teachers and encouragement are also keys to self-belief and perseverance. Within this, conscientiousness is also seen because the women set a challenging goal and then took the necessary steps to achieve that goal. They were diligent in their learning experiences and very achievement oriented. The women valued having a cohort for encouragement and support. Recognizing that both the military and engineering will enable a career and not just a job seemed critical to these women. There was a need to be financially independent so engineering and the military provided this. Whether it was deciding to be an engineer or deciding to be an engineer in the DAF, seeing minority women in leadership roles was critical for pivotal decisions. Seeing women of color in the military in leadership roles served as a source of inspiration for some of the participants and fostered certain decisions. Once into their career, the desire to stay technical served as a recognition of who they are as engineers and led to new goals and decisions. The participants did not allow the military to strip them of their identity but they fought to have impressive careers. Several implications and recommendations are presented for how to get more Women of Color into the engineering career field and into the DAF. Recommendations were distilled to recruiting, encouragement and mentoring, exposure, utilizing various platforms to showcase representation, developing partnerships with ROTC and local schools, and ensuring visuals on television and in movies.
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    Fostering Computer Science Career Interest in Fifth-Grade Students
    Altimus, Jewel L. (Virginia Tech, 2023-05-22)
    Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers.
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    The Impact of Online Professional Development on Science Teachers' Self-Efficacy and Outcome Expectancy Beliefs for Teaching Engineering Practices
    Rushing, Patricia Jean (Virginia Tech, 2024-11-18)
    With the growing emphasis on integrating engineering practices into science education, many science teachers are underprepared to meet these demands due to limited training and resources (Katehi et al., 2009; Brophy et al., 2008). Teachers often lack confidence in their ability to teach engineering concepts, making it difficult for them to incorporate these practices effectively (Hammack and Ivey, 2017; Christian et al., 2021). Self-efficacy, defined as a belief in one's ability to succeed in specific tasks, and outcome expectancy, the belief that certain actions will lead to desired results, both play crucial roles in professional development (Bandura, 2006). When teachers possess high self-efficacy and positive outcome expectancy, they are more likely to adopt new teaching practices and engage students in more meaningful ways (Tschannen-Moran and McMaster, 2009; Allinder, 1994). This study aimed to explore the impact of an online professional development module on science teachers' self-efficacy and outcome expectancy for teaching engineering practices. The intervention module was designed to provide mastery experiences, vicarious learning, social persuasions, and emotional/affective support to improve these beliefs. Quantitative results showed no statistically significant changes between the treatment and control groups, but statistically significant improvements in self-efficacy and outcome expectancy for teaching engineering practices in science curricula as a participant cohort overall. Qualitative data revealed that participants in the treatment group reflected more deeply on their teaching practices and reported increased confidence in integrating engineering practices into their curricula.
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    The Nature and Perceptions of Critical Reflective Writing within Hands-On Technology and Engineering Design-Based Learning
    Smith, Mattie Quesenberry (Virginia Tech, 2024-12-23)
    The Scholarship of Teaching and Learning (SoTL) has influenced educators to adapt design thinking (DT) for technology and engineering design-based learning (T/E DBL) because they believe design-based problems introduce authentic, open-ended challenges valuable for developing hands-on problem-solving. These integrative real-world challenges bring learners into contact with unfamiliar problems and critical incidents which kindle learners' transformative learning related to far transfer and self-directed learning. Critical incidents also correlate with learners' immediate emotional reactions to unfamiliar knowledge and challenging open-ended hands-on performances. These emotional reactions correspond with learners' critical reflection (CR) transformative for them. CR about threshold experiences relates to changes of perspective useful for managing design thinking in future design-related challenges. In addition to improved self-regulation during DT, learners experiencing critical incidents understand domain content better, and they see how to leverage it in the future. However, while researchers assume CR happens throughout design-based learning (DBL) due to its complex, open-ended challenges, the research has not documented learners' critical experiences and perceptions related to their changes of perspective during DT, nor has the research deeply described reflection critical to transformative, threshold experiences and changes of perspective related to learning. Therefore, a flexible framework for supporting learners' management of critical incidents during DT does not exist. Because learners' hands-on experiences connected to critical reflection are less understood in design thinking (DT), educators and practitioners of T/E DBL know less about scaffolding for DBL during its iterative, decision-making phases in which critical incidents likely occur. Research suggests scaffolding for critical reflection correlates with more effective, iterative design-based ideation and prototyping—for learners and experts alike. After reviewing research in T/E, the scholarship of teaching and learning, health and human sciences, and the humanistic studies, this two-phase qualitative study identifies themes about designers' emotions and exigences related to hands-on critical reflection during DT. Using the themes from this literature review, Phase 1 of this study defines critical reflection and critical reflective writing (CRW). Then, the study instruments a CRW prompt for integrating CRW into T/E DBL. Since CRW is a reflective tool that slows thinking, Phase 1 of the study uses CRW to slow DT in its iterative phases, allowing participants to express their critical, threshold experiences and changes of perspective which happen during their active, hands-on, design-based problem solving. Phase 1 of this study analyzes the nature and perceptions from three designers' CRW and discloses themes about their CR and DT for the threshold experiences and critical incidents they describe within the recursive phases of prototyping and optimization. After collecting participants' CRW during these phases, the study interprets themes for these participant's critical incidents, threshold concepts, and related changes of perspective. Phase 2 of this study uses retrospective focus group interviews with the same three participants in their design teams to describe participants' experiences and perceived relations between their CR, CRW, DT, and T/E DBL. After data collection from both phases, this qualitative study analyzes the CRWs and interview transcripts through inductive coding. The results for Phase 1 include categorical themes for Emotional Awareness, Social Awareness and Communication, Awareness of the Nature of Real-World Problem-Solving, and Holistic Awareness for Order and Arrangement in Hierarchical Problem-Solving. The categorical themes for Phase 2 include Stepping Back and Getting Perspective, Making Progress, Materializing Abstract Thinking and Less Realized Real-World Experiences, and Exploring Future Integration for CRW. Some of the categorical themes overlap for Phase 1 and Phase 2. This study contributes a broader awareness for less-expert designers' emotional exigences, threshold concepts, and transformative experiences happening during DBL, as documented through their CRW. The study informs best practices for scaffolding T/E DBL for CR, so gaps can be narrowed between less-expert and more-expert design-related performances during hands-on iteration and prototyping. This research also informs recent cross-curricular, humanistic research that integrates writing and T/E DBL in the STEM disciplines, K-18, so learners can identify and describe experiences related to metacognition and self-regulated learning across ages, disciplines, and design settings in support of self-directed learning.
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    Perceived Barriers to and Supports for Transfer to a STEM Bachelor's Degree Among Continuing-Generation and First-Generation Community College Students
    Oliver II, William Robert (Virginia Tech, 2022-06-03)
    This study examined the social and environmental supports and barriers that community college students perceive during their pursuit of transfer to a four-year college or university for the purpose of completing a bachelor's degree in a STEM (Science Technology Engineering Math) major, and how these factors relate to their perceived likelihood of degree attainment. A total of 307 students across seven Virginia community colleges responded to an online survey including validated instruments for measuring perceived supports, barriers, and persistence intentions. Statistical analyses explored differences between first-generation and continuing-generation student perceptions based on two widely used but contrasting definitions of first-generation college student. The first manuscript addresses differences in student perceptions. First-generation students with no parental college experience had significantly lower reported support scores based on their lower perceived financial resources. No other differences were found. The second manuscript explores the relationship between student support and barrier perceptions and their persistence intentions, or perceived likelihood of successfully completing their degree. The entire sample of community college students demonstrated theory-consistent correlations. However, contrary to most published research that has taken place in the four-year setting, results for first- and continuing-generation subgroups were inconsistent. This study serves as a foundation for further research performed at the community college, where results may vary compared to four-year contexts.
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    Perceptions of Collaboration and Individual Communication Skills Among Advanced High School Students
    Shifflett, Melisa Gail (Virginia Tech, 2022-04-20)
    The purpose of this research was to examine the perceptions of collaboration and individual communication skills among advanced high school students. Senior students from an Academic Year Governor's School for science and math, all of whom were enrolled in a 9-week leadership, teamwork, and communications course, participated in this mixed methods study. Pre and post surveys were administered to determine participants' perceptions of collaboration and their own communications skills and whether those perceptions changed after completing the course. Each student answered Likert-style questions taken from Zhuang et al. (2008) that categorized perceptions of three factors of collaboration: cooperation skills, advocating and influencing skills, and negotiation skills. A final open-ended question solicited elaboration regarding perceptions of collaboration. Junior students at the same school were not enrolled in the course but were asked to participate in the study as a comparison group. Two tailed t-tests revealed no statistically significant differences between the pre-survey results of the seniors and the juniors. T-tests also revealed no significant differences between the pre and post data for the juniors. However, senior participants had significantly more positive perceptions of collaboration overall; cooperation skills; and advocating and influencing skills; with a non-significant increase in negotiation skills, skills which were not specifically addressed in the nine-week course. The open-ended responses indicated that the seniors perceived collaboration in a more positive way when they were grouped with other students who were engaged and motivated. Students also indicated that positive collaborative experiences allowed students to hear different views and bring ideas together. More positive responses and fewer negative or neutral responses were noted in the post-survey data. The results of this study suggest that when the skills of collaboration and communication are specifically taught, students are more likely to view collaboration positively, recognize the benefits of collaboration both in school and in the workforce, and enjoy the experience of collaborating.
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    Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4):  Establishing A Valid and Reliable Instrument
    Papadopoulos, Joanna (Virginia Tech, 2021-06-08)
    Technological literacy is the goal of technology education and in order to attain this goal, students need to be able "to use, manage and understand technology" (ITEA, 2000/2002/2007). Students need to have positive attitudes towards technology and can engage in their technological world. Technological Literacy is an ever-increasing requirement in this 21st Century for students in order for people to engage in their technological world it may well be that we need students to be technologically literate so that we can address these up-and-coming issues. In teaching technology education at the primary level, it is essential to develop valid assessments that gauge student's attitudes about technology so that the results inform policy makers, educators, and curriculum writers to improve the schools' curriculum and advance the teaching of technology education. The purpose of this study was the validation of a modified version of the PATT-USA instrument called the Pupils' Attitudes Towards Technology – Grade 4 (PATT-G4) for use with 4th grade students to assess their attitudes and concepts toward contemporary technology. A literature review reviewing the theoretical frameworks for technology education, the educational shift towards technological literacy as well as best practices for measuring student attitudes and instrument development was conducted. This study was a non-experimental descriptive cross-sectional survey research design which included several statistical tests that were similarly used for the original PATT-USA instrument. Results from the data analysis indicated that students who were enrolled in a technology education program had more positive attitudes towards technology and technological concepts. Furthermore, both boys and girls had very strong attitudes towards the importance of technology. The conclusions and implications suggest that the PATT-G4 instrument should be administered to a larger sample size and different fourth grade populations.