More Like this

1. Understanding STEM Outcomes for Autistic Middle Schoolers in an Interest-Based, Afterschool Program: A Qualitative Study

   https://doi.org/10.1007/s11165-024-10158-5  

   Murthi, Kavitha; Chen, Yu-Lun; Martin, Wendy; Riccio, Ariana; Patten, Kristie (January 2024, Research in Science Education)

   Abstract Current research underscores that there are only a few evidence-based programs that teach STEM (science, technology, engineering, and mathematics) as part of their curriculum, especially for autistic students. Even fewer programs focus on engineering and design learning. Hence, we developed an informal afterschool maker program to develop autistic and non-autistic students’ interests in engineering to understand their experiences learning STEM concepts and values while applying the engineering mindset to develop projects. This qualitative study aimed to explore and understand students’ experiences participating in STEM activities in the maker club. We interviewed twenty-six students (seventeen autistic and nine non-autistic), nine teachers, and thirteen parents representing diverse cultural and socio-economic backgrounds across three public middle schools in a large urban metropolitan city between 2018 and 2019. Our thematic analysis yielded four themes:(1) active participation in STEM; (2) curiosity about STEM topics, concepts, and practices, (3) capacity-building to engage in STEM learning; and 4) understanding of the importance of STEM education in daily life.The results of this study enabled us to understand that students were deeply engaged with the content and curriculum of our program, expanded their knowledge base about scientific concepts, used engineering-specific scientific terminologies, and engaged with the engineering design process to conceptualize, test, improvise, and problem-solve. Furthermore, this afterschool engineering education program created a safe, nurturing, and stimulating environment for students to build engineering readiness skills. 

   more » « less
2. Middle School Students’ Conceptions of Failure in Rural Communities

   https://doi.org/10.1109/FIE.2018.8658670  

   Paradise, Tawni; Grohs, Jake (October 2018, 2018 IEEE Frontiers in Education Conference (FIE))

   This work in progress paper in the research to practice category identifies trends in how middle school youth from rural schools conceptualize failure after engaging in engineering-related learning activities. These trends inform better strategies that can be used in the PEERS, Partnering with Educators and Engineers in Rural Schools, program to ensure the goals of the program are met. The PEERS program moves beyond single exposure activities by engaging students in approximately six engineering-related learning activities throughout the year. This program partners researchers, teachers and local industry representatives aiming to (1) challenge misperceptions and create relevant conceptions of engineering; (2) maintain and expand situational interest; and, (3) integrate with individual interests, values, and social identities. Since failure is an integral part of the learning experience, students' conceptions of failure can influence the way students interact in these activities and the outcomes they experience from this program. Interviews were conducted with 38 students across the three rural communities involved in the PEERS program on their perceptions of failure. This paper presents two themes that emerged from initial coding of the interviews and explains how these themes will be used to inform future decisions for PEERS. 

   more » « less
3. Correlates of Native American engineering students’ career interests and efficacy: A test of SCCT

   Turner, Sherri L.; Mason-Chagil, Gale; Jacobs, Sue C.; Colston, Nicole; Johnson, Sarah; Patzkowsky, K. (August 2019, American Psychological Association 127th Annual Convention)

   There is an urgent need for young people to prepare for and pursue engineering careers. Engineering occupations comprise 20% of the science, technology, engineering, and math (STEM) jobs in the U.S. (Bureau of Labor Statistics, 2017). The average wage for STEM occupations is nearly double that of non-STEM occupations, with engineers commanding some of the highest salaries in STEM (Bureau of Labor Statistics, 2017). Moreover, engineering occupations are expected to be some of the fastest growing occupations in the U.S. over the next 10 years (Occupational Outlook Handbook, 2018); yet, there are current and projected shortages of workers in the engineering workforce so that many engineering jobs will go unfilled (Bureau of Labor Statistics, 2015) Native Americans are highly underrepresented in engineering (NSF, 2017). They comprise approximately 2% of the U.S. population (U.S. Census Bureau, 2013), but only 0.3% of engineers (Sandia National Laboratories, 2016). Thus, they are not positioned to attain a high-demand, high-growth, highly rewarding engineering job, nor to provide engineering expertise to meet the needs of their own communities or society at large. The purpose of this study was to examine factors that encourage or discourage Native American college students’ entry into engineering. Using Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994; 2000), we examined the correlates of these students’ interests and efficacy in engineering to accomplish this goal. Participants were N = 30 Native American engineering college students from the Midwest; 65% men, 30% women, and 4% other. The mean age was 25.87 (SD = 6.98). Data were collected over the period of one year on college campuses and at professional development conferences via an online survey hosted on Qualtrics. Three scales were used in the study: Mapping Vocational Challenges – Engineering (Lapan & Turner, 2000, 2016), the Perceptions of Barriers Scale (POB; McWhirter, 1998), and the Structured Career Development Inventory (Lapan & Turner, 2004). An a priori Power Analysis (f2 = .50; α = .05, 1 – β = .90) indicated our sample size was adequate. For all scales, full-scale Cronbach’s α reliabilities ranged from .82 to .86. Results of correlation analyses indicated that engineering efficacy was negatively related to lack of academic preparation (r = -.50, p = .016), and perceived lack of ability (r = -.53, p = .009), and positively related to academic achievement (r = .43, p = .043), career exploration (r = .47, p = .022), and approaching engineering studies proactively (r = .53, p = .009). Engineering interests were negatively related to perceived lack of ability (r = -.55, p = .007), and positively to proactivity (r = .42, p = .044), and academic achievement (r = .45, p = .033). Engineering interests were also related to support from parents, teachers, and friends to study engineering and pursue an engineering career. There was no significant relationship between engineering interests and engineering efficacy among these students. The relevance of these results will be discussed in light of SCCT, and recommendations for practice will be included. 

   more » « less
4. Teaching Materials Science and Engineering (MSE) in the Pre-College Classroom as a Vehicle for NGSS Implementation

   https://doi.org/10.1557/adv.2017.102  

   Granucci, Nicole; Jenkins, Carol; Bauer, Melanie; Gard, Ashley L.; Pinkerton, Bryn; Broadbridge, Christine (January 2017, MRS Advances)

   ABSTRACT Adoption of Materials Science and Engineering (MSE) into the pre-college classroom is an ideal strategy for addressing Next Generation Science Standards (NGSS), specifically the Science and Engineering Practices. MSE offers core science and engineering topics that can be incorporated into existing Science, Technology, Engineering, and Mathematic (STEM) curricula through teaching modules. Using MSE as a teaching vehicle, the Center for Research on Interface Structures and Phenomena (CRISP) conducted a series of small-scale studies of its teacher professional development workshops and a student summer program, along with related teaching modules, in an effort to measure the contribution MSE has on students and K-12 STEM educators. Based on participant survey feedback, CRISP found improvement in students’ MSE knowledge, interests, and career goals. For teachers, in addition to improving their MSE knowledge, they also increased their comfort and confidence in teaching MSE concepts in their classroom. These results provide evidence for the use of MSE modules as productive teaching tools for NGSS Science and Engineering Practices, as well as producing workforce-competitive STEM students. 

   more » « less
5. An After-school STEM Program with a Novel Equitable and Inclusive Structure

   Matthew Aldeman, Jeritt Williams (June 2023, Proceedings of the American Society for Engineering Education 2023 Annual Conference)

   An interdisciplinary team of faculty, staff, and students at Illinois State University is partnering with the Chicago Public Schools district (CPS) and non-profit Community-Based Organizations in four Chicago neighborhoods to create a new after-school STEM program known as SUPERCHARGE. Funded by NSF, the primary purpose of the project is to increase the number of students from underrepresented groups who pursue STEM fields at the postsecondary level. Faculty from STEM and STEM education program areas as well as the National Center for Urban Education at Illinois State University comprise the leadership team for the project. Guided by the National Research Council’s STEM Learning Ecosystem Model, SUPERCHARGE will contribute to the disruption of inequities that hinder access to STEM career pipelines for participants by serving as a bridge between informal high school academic experiences, STEM-related higher education programs, and STEM-related career pathways. Research to determine the impact of the program on students' interest, understanding, and self-efficacy towards STEM careers, as well as teachers and undergraduate students’ understanding of promoting change, will also be conducted. The Partnerships in Education and Resilience (PEAR) Common Instrument for students and teachers, and interviews with stakeholders are being used to support data gathering and program feedback. These data sources will be used for program assessment and future research. 

   more » « less