Current Research Projects

Doctoral Dissertations Supported by NCETE

Denson, C. D. Impact of mentorship programs to influence African-American high school student’s perception of engineering. University of Georgia

Kelley, T.  Examination of engineering design in curriculum content and assessment
practices of secondary technology education. University of Georgia

Mentzer, N.  Academic performance as a predictor of student growth in achievement and mental motivation during an engineering design challenge in engineering and technology education. Utah State University

Stricker, D.  Perceptions of creativity in art, music and technology education. University of Minnesota

Walrath, D. Complex systems in engineering and technology education: The role software simulations serve in student learning. Utah State University

Faculty Studies:

Welty, K. The nature and status of K-12 engineering education in the United States.

Custer, R. L.., McAlister, B., & Daugherty, J. The nature and status of STEM professional development: Effective practices for secondary level engineering education.

Reports of Studies Supported by NCETE

Lawanto, O. (2005). The self-management of cognition in a team-based engineering design project: A case study.  http://ncete.org/flash/research/Report%20_Oenardi.pdf.

Duncan, J. R., & Zeng, Y. (2005). Women: Support factors and persistence in engineering.  http://ncete.org/flash/research/Report%20_Yong-Duncan_.pdf

Childress V., & Rhodes, C. (2006).  Engineering student outcomes for grades 9-12.  http://ncete.org/flash/Outcomes.pdf. 

Roue, L. C. (2007). Young women's interests in technology and engineering.  http://ncete.org/flash/research/Young_Women's_Inte.pdf.

Asunda, P. A., & Hill, R. (2007).  Features of engineering design in technology education.  http://ncete.org/flash/research/Critical%20Features%20-%20Asunda_Hill_y1.pdf.

Denson, C. D., & Avery, Z. (2007).  African American high school student's perceptions of engineering and technology education.  http://ncete.org/flash/research/African_American_High_School_Student's_Perceptions.pdf.

Asunda, P. A. (2007).  A multisite case study of faculty and teacher perceptions of NCETE professional development.  http://ncete.org/flash/research/Multisite_Case_Study.pdf.

Daugherty, J., Zeng, Y., Westrick, M., Custer, R. L., & Merrill, C. (2007). Delivering core engineering concepts to secondary level students.  http://ncete.org/flash/research/Delivering%20Core%20-%20Jenny-Yong-Marty_y2.pdf.

Smith, C. & Wicklein, B. (2007). Identifying the essential aspects and related academic concepts of an engineering design curriculum in secondary technology education.  http://ncete.org/flash/research/Identifying_Essential_Smith--Wicklein_Yr2.pdf.

Kelley T., & Hill, R. (2007). Cognitive processes of students solving technical problems.  http://ncete.org/flash/research/Cognitive_Processes_Kelley--HillYr2.pdf.

Research goals

The goals of the Center are:

1. To conduct research to:

define the current status of engineering design experiences in engineering and technology education in grades 9-12;

define an NCETE model for professional development by examining the design and delivery of effective professional development with a focus on selected engineering design concepts for high school technology education;

identify guidelines for the development, implementation, and evaluation of engineering design in technology education.

2. To build leadership capacity by developing a collaborative network of scholars who work to improve understanding of the process of learning and teaching of engineering design in technology education.

3. To establish and maintain a communication program to inform all stakeholder groups of NCETE activities and accomplishments.

 

Research Impacts

NCETE's synergistic research environment and, institutional collaboration, is bringing about significant impacts in three areas:

• Increasing the number of doctoral-level professionals and improving the national capability to conduct research in emerging engineering and technology areas.
  
  
• Renewing the cadre of national leaders in engineering and technology by supporting 20 PhD students.
  
  
• Sponsoring doctoral-level research that improves our understanding of teaching and learning engineering and technology subjects.