Changes in Teacher Self-efficacy Through Engagement in an Engineering Professional Development Partnership

Abstract

is currently pursuing a PhD in Engineering Education from Virginia Tech. Malle graduated in 2018 with a Bachelor's degree in Mechanical Engineering from the University of Dayton. Her research interests include broadening participation in engineering, K-12 STEM education, and engineering identity. She has previously researched engineering camps and their effects on participants' engineering self-efficacy, promotion and tenure policies, and the use of engineering camps as a recruitment tool.