Impact of an Introductory Engineering Design Course on Minority Middle and High School Students' Self-Efficacy and Interest in Engineering (Work in Progress) | Zendy

Tameshia Baldwin | Zendy; Angelitha Daniel | Zendy; Braska Williams | Zendy

Open Access

Impact of an Introductory Engineering Design Course on Minority Middle and High School Students' Self-Efficacy and Interest in Engineering (Work in Progress)

Author(s) -

Tameshia Baldwin,

Angelitha Daniel,

Braska Williams

Publication year - 2016

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/p.25532

Subject(s) - underrepresented minority , engineering education , engineering design process , mathematics education , general partnership , population , duration (music) , work (physics) , engineering , medical education , psychology , engineering management , medicine , mechanical engineering , political science , art , literature , environmental health , law

Dr. Tameshia Ballard Baldwin is a Teaching Assistant Professor working jointly in the College of Engineering and the Department of STEM Education within the College of Education. She earned a B.S. in Biological Engineering from North Carolina State University and an M.S. and Ph.D. in Biological Systems Engineering from Virginia Polytechnic Institute and State University. Dr. Baldwin’s primary focus is working across the Colleges of Engineering and Education on engineering education related initiatives. She teaches undergraduate courses in the First Year Engineering Program and in the Department of STEM Education. Dr. Baldwin’s research interests include self-efficacy, motivation and persistence of underrepresented populations in STEM and engineering design in K-12.

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