Social, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teacher self-efficacy and outcome expectancy. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, STEM career awareness, and STEM knowledge achievement were also measured using a survey and a custom-made knowledge test. Based on expectancy-value theory and literature, a path model was developed and tested to investigate causal relationships between these factors. The results revealed direct and indirect effects of teacher self-efficacy and outcome expectancy on students’ STEM knowledge achievements. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, and STEM career awareness also significantly influenced STEM knowledge achievement directly or indirectly.

This article describes the development of a 21st century skills instrument for high school students. The first round of development of the instrument was crafted from four rubrics created to assess communication, collaboration, critical thinking, and creativity within project-based learning (PBL) activities. After an exploratory factor analysis, the pilot study results revealed multiple survey items loading across multiple factors requiring a revised instrument. The research team revised the instrument and added more items by using language from P21 standards documents. The revised 21st century skills instrument of 50 items was administered to 276 high school students participating in a STEM program. The final Exploratory Factor Analysis yielded a total of 30 survey items loaded across the four subscales with strong internal consistency within the constructs. This instrument can be used as a baseline and achievement measure for high school students' 21st century skills.

A comparative study was conducted to compare two approaches to engineering design curriculum across different schools (inter-school) and across two curricula Project Lead the Way and Engineering Projects in Community Service (inter-curricula). The researchers collected curricula material including handouts, lesson plans, guides, presentation files, design descriptions, problem statements, and support guides. The researchers conducted observations in the classrooms to collect qualitative indicators of engineering/technology reasoning, collect data on the nature of students' questions, how students define problems, and operate within the constraints of a design problem.

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design and cognition seeking to better understand how young students learn design and how design improves STEM education. He joined a team of researchers to create a program to improve learning STEM in elementary grades, and the team was awarded an NSF Math and Science partnership called Science Learning Through Engineering Design (SLED). Kelley is currently the PI on an NSF I-Test project called Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). TRAILS prepares science and technology education teachers to integrate STEM content through biomimicry inspired engineering design within the context of entomology.Dr. Kelley the program coordinator for the engineering/technology teacher education program at Purdue. Dr. Kelley is also leading the second year Design Thinking course for the Purdue Polytechnic Institute. The course is a collaboration between the Polytechnic and Anthropology to integrate ethnographic approaches by developing technological and engineering design human centered design solutions. Mr. Euisuk Sung, Purdue UniversityEuisuk Sung is a Ph.D. candidate at Purdue University. He is majoring Engineering and Technology Teacher Education. He has computer science degree and worked as a computer software developer for three years. then he served as an engineering and technology educator in high school for 9 years in South Korea. Currently he is working in NSF Funded project, titled TRAILS. His research interests are design cognition, design process model, and all about STEM education. Mr. Jongseong Choi, Purdue UniversityJongseong Choi is a Ph.D. student in the School of Mechanical Engineering at Purdue University, working with Dr. Todd Kelley as a graduate assistant. He has been involved in the field of STEM education since he worked for data collection and analysis in SLED (Science Learning through Engineering Design) NSF-funded project. He is currently in charge of data analysis in TRAILS (Teachers and Researchers Advancing Integrated Lessons in STEM) NSF-funded project. His research focused on evaluating & improving STEM lessons via developing specified curriculum. Individually, his research includes video processing, autonomous monitoring system, computer vision, and robotics. Prior, he worked on dynamic behavior of reinforced ballistic materials and applications, collaborated with U.S Department of Justice.c American Society for Engineering Education, 2017 Research Design, Data Collection, and Assessment Methods of an Integrated STEM Education Model (Work in Progress)The goal of this research is to assess the effectiveness of an integrated STEM education model. The study is being conducted under a three-year NSF-ITEST funded project (award #1513248), Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS). This research incorporates engineering design as a STEM subject integrator and scientific inquiry to provide an authentic learning context for promoting 21 st century skills and connections in STEM learning. In addition, the study seeks to assess effective strateg...