Age-appropriate authentic engineering problems offer educators opportunities to integrate math, science, and technology and foster higher-level learning. However, P-12 teachers typically do not have adequate access to or knowledge about engineering, which limits their ability to bring engineering into their classrooms. This study was conducted to document and analyze P-6 teachers' perceptions of engineering. As part of the pre-post assessment strategy for two different week-long INSPIRE Summer Academies (Local and National), teachers responded to two questions: "What is engineering?" and "What do engineers do?" Qualitative research methods were used to create coding schemes for the written responses to the two questions. Analysis resulted in the creation of seven main coding categories and twenty subcategories which were used to analyze teachers' responses. Findings indicate some significant differences between the two academies and changes in teachers' responses from pre to post-academy. This paper will articulate the methods used to analyze the responses and present findings from the pre and post teacher responses.

No abstract

No abstract

Felon disenfranchisement continues to have a significant impact on the function of our democracy. While some argue that committing a felony constitutes a breach of the social contract warranting the denial of voting rights, others argue that such a denial is itself a violation of democratic principles that undermines the foundation of the social contract. As public opinion influences state laws on felon disenfranchisement (FD) policies, there has been significant research on public opinion on FD laws. The current research focuses on adolescent opinions about FD policies in an attempt to capture future directions of voter opinion on this critical issue.