2026 ASEE Annual Conference & Exposition

Introduction: National Science Foundation (NSF) Research Experiences for Teachers (RET) programs aim to bridge the gap between authentic STEM research and science classrooms by enhancing teachers’ content knowledge and supporting the development of research-aligned engineering lessons. Our RET site program is unique in that it provides teacher participants with the opportunity to test their lessons in an informal educational setting in the spring, following their summer research experience. Given that high teacher self-efficacy is crucial for effective classroom practice, understanding how informal trial runs of research-based lessons impact teachers is important for enhancing the design of professional development. This study investigates: 1) How do opportunities to present lessons in informal STEM settings influence teachers’ approaches to curriculum design and classroom implementation? And 2) To what extent do pilot lesson presentations affect teachers’ confidence and self-efficacy in delivering STEM instruction? Theoretical Framework: This study is guided by Bandura’s (1977) self-efficacy theory, which posits that an individual's beliefs in their ability to succeed influence persistence and performance. Bandura identified four sources of efficacy: mastery experiences, vicarious experiences, verbal persuasion, and affective states. Collectively, these can inform how teachers develop confidence in implementing STEM lessons. Methods: Nine semi-structured interviews were conducted with past RET participants who presented their lessons at the “BLINDAcademy” event. Interview questions focused on the process of lesson development, feedback, and perceived impacts of presenting STEM lessons in an informal learning environment on teaching practice and confidence. Transcripts were analyzed using a deductive coding approach informed by self-efficacy theory, with additional codes related to curriculum design and professional growth. Results: Three themes emerged from the qualitative analysis: 1. Iterative lesson refinement - informal lesson presentations allowed teachers to adjust the pace and alignment of the lesson based on student needs. 2. Research into practice - teachers used pilot lesson presentations as a space to translate complex research concepts into grade-appropriate, inquiry-based lessons. 3. Increased Teacher Confidence - feedback from the students, peer teachers, and curriculum experts bolstered teachers’ confidence in being able to deliver lessons based on their research work. Discussion: The three themes which emerged from the data, suggest that informal lesson presentations foster iterative lesson refinement with teachers adjusting pacing, scaffolding, and lesson alignment to meet their classroom needs. Lesson pilots also revealed gaps between research and classroom realities, prompting teachers to adapt complex concepts into accessible, inquiry-based lessons. Participation in informal lesson presentations strengthened teacher confidence through mastery experiences and constructive peer and student feedback. Embedding informal presentation opportunities within the RET program supports curriculum development and teacher self-efficacy, helping to sustain authentic STEM instruction in classroom settings. Conclusion: This study highlights the value of embedding informal presentation opportunities within RET programs. Informal settings provide teachers a venue to refine curriculum, test strategies with diverse learners, and build confidence in their STEM instructional skills. These findings highlight the importance of incorporating feedback-rich teaching opportunities into teacher professional development to foster authentic, research-based instruction in STEM classrooms.