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Research, Collaboration and Interconnected Outreach for Underrepresented Groups: Success from RET and REU Collaborations Gisele Ragusa, Ph.D. Joseph Cocozza, Ph.D. and Diana Sabogal University of Southern California

Abstract

Recruitment and retention of underrepresented groups in STEM education continues to be a national challenge. Accordingly, the National Science Foundation (NSF) has required award recipients within the NSF’s Division of Engineering Education to create pipeline opportunities for underrepresented students to enter university STEM programs. Outreach through Engineering Research Centers (ERCs) is one such effort. This paper describes a mixed methods research endeavor that addresses this engineering challenge and one engineering research center’s response to recruiting underrepresented groups into biomedical engineering using two broadly defined pipeline efforts: (1) teachers in K-12 via a Research Experience for Teachers program and (2) undergraduate students via a Research Experience for Undergraduate Program. This research involves providing collaborative research and training opportunities for middle and high school teachers in urban settings and undergraduate engineering and science students from institutions with underrepresented students and the assessment of learning from this collaborative experience. Four assessment metrics were used to judge the success of this collaborative project: (1) A STEM efficacy scale, (2) a collaborative research and leadership measure, (3) a rubric for laboratory presentations and lessons and (4) a collaborative focus group interview. Findings from these metrics indicate that both the undergraduates and the K-12 educators became more efficacious from the collaborative research (mean increase = 1.94) and training effort. Both groups also measured having capacity interdisciplinary research opportunities and shared leadership as well as high quality research practice. Additionally and qualitatively, the groups reported significant benefits from the experience. The groups gained a mutual understanding of the needs of underrepresented groups in research settings. Further, the teachers gained an understanding from the undergraduate students of what it takes to guide underrepresented students in to engineering and science fields. The undergraduates gained leadership and presentation skills as they were mentored through this by the K-12 teachers and university faculty. This experience proved to be highly impactful for both students and teachers and is beneficial in providing insight for university faculty regarding guiding underrepresented groups into STEM education at university levels in addition to retaining them in STEMs programs and careers.

Keywords: teachers, teacher efficacy, underrepresented groups, engineering educational outreach

Introduction Recruitment and retention of underrepresented groups in STEM education continues to be a national challenge. Accordingly, the National Science Foundation (NSF) has required award recipients within the NSF’s Division of Engineering Education to create pipeline opportunities for underrepresented students to enter university STEM programs. Outreach through Engineering Research Centers (ERCs) is one such effort. This paper describes a mixed methods research endeavor that addresses this engineering challenge and one engineering research center’s

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Ragusa, G., & Cocozza, J. (2009, June), Research, Collaboration, And Interconnected Outreach For Underrepresented Groups Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5758