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1. Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho

   https://doi.org/10.1111/josh.13366  

   Egan, Cate A. ; Mercia, Christopher B. ; Bond, Laura ; Vella, Chantal A. ; Paul, David R. ( July 2023 , Journal of School Health)

   Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school‐aged youth through a pilot study.

   A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness data: body composition (body mass index [BMI]), aerobic capacity (Progressive Aerobic Cardiovascular Endurance Run [PACER] test), muscular endurance (curl up), strength (pushup), and flexibility (sit and reach).

   A total of 761 students (aged 9‐18 years) from grades 3&5, 7, and 9 to 12 participated in the study. Approximately 24% of 3&5 and 22% of 7th, and 12% of 9 to 12th‐grade students were categorized as Needs Improvement/Health Risk by FitnessGram standards for BMI. Similarly, approximately 25% of 3&5, and 22% of 7 and 9 to 12th‐grade students were considered Needs Improvement/Health Risk for PACER.

   Results from fitness testing can provide school and public health representatives with a “needs assessment” of student health that can be used to help develop policies and practices to improve student health and wellbeing.

   This study provides a model for statewide annual fitness testing surveillance and reporting within K‐12 public school physical education classrooms.

    

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2. Partnering Middle School Teachers, Industry, and Academic to Bring Engineering to the Science Classroom

   Carrico, C. ; Grohs, J.R. ; Matusovich, H.M. ; Kirk, G.R. ; Schilling, M.R. ( July 2021 , 2021 ASEE Virtual Annual Conference Content Access)

   Despite limited success in broadening participation in engineering with rural and Appalachian youth, there remain challenges such as misunderstandings around engineering careers, misalignments with youth’s sociocultural background, and other environmental barriers. In addition, middle school science teachers may be unfamiliar with engineering or how to integrate engineering concepts into science lessons. Furthermore, teachers interested in incorporating engineering into their curriculum may not have the time or resources to do so. The result may be single interventions such as a professional development workshop for teachers or a career day for students. However, those are unlikely to cause major change or sustained interest development. To address these challenges, we have undertaken our NSF ITEST project titled, Virginia Tech Partnering with Educators and Engineers in Rural Schools (VT PEERS). Through this project, we sought to improve youth awareness of and preparation for engineering related careers and educational pathways. Utilizing regular engagement in engineering-aligned classroom activities and culturally relevant programming, we sought to spark an interest with some students. In addition, our project involves a partnership with teachers, school districts, and local industry to provide a holistic and, hopefully, sustainable influence. By engaging over time we aspired to promote sustainability beyond this NSF project via increased teacher confidence with engineering related activities, continued integration within their science curriculum, and continued relationships with local industry. From the 2017-2020 school years the project has been in seven schools across three rural counties. Each year a grade level was added; that is, the teachers and students from the first year remained for all three years. Year 1 included eight 6th grade science teachers, year 2 added eight 7th grade science teachers, and year 3 added three 8th grade science teachers and a career and technology teacher. The number of students increased from over 500 students in year 1 to over 2500 in year 3. Our three industry partners have remained active throughout the project. During the third and final year in the classrooms, we focused on the sustainable aspects of the project. In particular, on how the intervention support has evolved each year based on data, support requests from the school divisions, and in scaffolding “ownership” of the engineering activities. Qualitative data were used to support our understanding of teachers’ confidence to incorporate engineering into their lessons plans and how their confidence changed over time. Noteworthy, our student data analysis resulted in an instrument change for the third year; however due to COVID, pre and post data was limited to schools who taught on a semester basis. Throughout the project we have utilized the ITEST STEM Workforce Education Helix model to support a pragmatic approach of our research informing our practice to enable an “iterative relationship between STEM content development and STEM career development activities… within the cultural context of schools, with teachers supported by professional development, and through programs supported by effective partnerships.” For example, over the course of the project, scaffolding from the University leading interventions to teachers leading interventions occurred. 

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3. The Broader Impacts of an Additive Manufacturing Course at Three Large Universities

   Maloney, Patricia A ; Cong, Weilong ; Zhang, Meng ; Li, Bingbing. ( June 2020 , 2020 ASEE Virtual Annual Conference)

   This paper documents the effects of an additive manufacturing course on two sets of students: (1) the undergraduates who took the course and (2) the middle and high school students who visited our labs. At the time of the conference, nine semesters of data (three years at three schools) will have been collected, as well as data from the middle and high school students who visited our labs. Overall, our research questions were: (1) what is the effect of this course on the content knowledge of (a) enrolled undergraduates and (b) middle and high school students? And (2) what is the effect of this course on the attitudes towards engineering and self-efficacy in engineering for (a) enrolled undergraduates and (b) middle and high school students? To determine the answers, our longitudinal matched-pairs data collection was conducted. In short, as measured by t-test, all students improved on content knowledge (p less than .01), but female students improved slightly more than male students (+9.89 versus +9.01, respectively). Undergraduates did not change their minds about the factors that are important in engineering, although they did significantly change their self-efficacy ratings in some skills because of the course. In particular, undergraduates rated themselves higher in teamwork, creativity, and technical skills, which reflect the content and focus of the course. Additionally, we brought multiple field trips of middle and high school students into our labs for outreach. Using a simplified version of the metric described above, we can see that all students improved on content knowledge. 

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4. The Broader Impacts of an Additive Manufacturing Course at Three Large Universities

   Maloney, Patricia ; Cong, Weilong ; Zhang, Meng ; Li, Bingbing ( June 2020 , Proceedings of the American Society for Engineering Education)

   This paper documents the effects of an additive manufacturing course on two sets of students: (1) the undergraduates who took the course and (2) the middle and high school students who visited our labs. At the time of the conference, nine semesters of data (three years at three schools) will have been collected, as well as data from the middle and high school students who visited our labs. Overall, our research questions were: (1) what is the effect of this course on the content knowledge of (a) enrolled undergraduates and (b) middle and high school students? And (2) what is the effect of this course on the attitudes towards engineering and self-efficacy in engineering for (a) enrolled undergraduates and (b) middle and high school students? To determine the answers, our longitudinal matched-pairs data collection was conducted. In short, as measured by t-test, all students improved on content knowledge (p<.01), but female students improved slightly more than male students (+9.89 versus +9.01, respectively). Undergraduates did not change their minds about the factors that are important in engineering, although they did significantly change their self-efficacy ratings in some skills because of the course. In particular, undergraduates rated themselves higher in teamwork, creativity, and technical skills, which reflect the content and focus of the course. Additionally, we brought multiple field trips of middle and high school students into our labs for outreach. Using a simplified version of the metric described above, we can see that all students improved on content knowledge. 

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5. Communities Support Engineering as a College Major Choice

   https://doi.org/10.18260/1-2--34307  

   Vaziri, S.L. ; Paretti, M.C. ; Grohs, J.R. ; Baum, L.M. ; Lester, M.M. ; Newbill, P.L. ( July 2020 , Zone 1 Conference of the American Society for Engineering Education)

   Broadening participation in engineering is critical given the gap between the nation’s need for engineering graduates and its production of them. Efforts to spark interest in engineering among PreK-12 students have increased substantially in recent years as a result. However, past research has demonstrated that interest is not always sufficient to help students pursue engineering majors, particularly for rural students. In many rural communities, influential adults (family, friends, teachers) are often the primary influence on career choice, while factors such as community values, lack of social and cultural capital, limited course availability, and inadequate financial resources act as potential barriers. To account for these contextual factors, this project shifts the focus from individual students to the communities to understand how key stakeholders and organizations support engineering as a major choice and addresses the following questions: RQ1. What do current undergraduate engineering students who graduated from rural high schools describe as influences on their choice to attend college and pursue engineering as a post-secondary major? RQ2. How does the college choice process differ for rural students who enrolled in a 4-year university immediately after graduating from high school and those who transferred from a 2-year institution? RQ3. How do community members describe the resources that serve as key supports as well as the barriers that hinder support in their community? RQ4. What strategies do community members perceive their community should implement to enhance their ability to support engineering as a potential career choice? RQ5. How are these supports transferable or adaptable by other schools? What community-level factors support or inhibit transfer and adaptation? To answer the research questions, we employed a three-phase qualitative study. Phase 1 focused on understanding the experiences and perceptions of current [University Name] students from higher-producing rural schools. Analysis of focus group and interview data with 52 students highlighted the importance of interest and support from influential adults in students’ decision to major in engineering. One key finding from this phase was the importance of community college for many of our participants. Transfer students who attended community college before enrolling at [University Name] discussed the financial influences on their decision and the benefits of higher education much more frequently than their peers. In Phase 2, we used the findings from Phase 1 to conduct interviews within the participants’ home communities. This phase helped triangulate students’ perceptions with the perceptions and practices of others, and, equally importantly, allowed us to understand the goals, attitudes, and experiences of school personnel and local community members as they work with students. Participants from the students’ home communities indicated that there were few opportunities for students to learn more about engineering careers and provided suggestions for how colleges and universities could be more involved with students from their community. Phase 3, scheduled for Spring 2020, will bring the findings from Phases 1 and 2 back to rural communities via two participatory design workshops. These workshops, designed to share our findings and foster collaborative dialogue among the participants, will enable us to explore factors that support or hinder transfer of findings and to identify policies and strategies that would enhance each community’s ability to support engineering as a potential career choice. 

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