June 15, 2014
June 15, 2014
June 18, 2014
Minorities in Engineering
24.36.1 - 24.36.19
2014 ASEE Annual Conference & Exposition / Minorities in Engineering DivisionAttracting young MINDS - outreach and recruitment of minority engineering students (K-12) A Comprehensive Model for Motivating and Preparing Under-represented Students, Educators and Parents in Science, Engineering and Technology AbstractA comprehensive informal learning STEM outreach program for kindergarten through grade 4 (K-‐4) students is described along with the program’s theory of change and findings based on the participation of more than 200 urban minority students and their parents over a four-‐year period. This NSF-‐funded informal learning program was grounded in parental engagement theory of planned behavior and integrated both active-‐learning pedagogies and in-‐situ professional development for teachers. A unique age-‐appropriate science, engineering and technology integrated curriculum was delivered as a series of Saturday workshops set in a community science museum. Each year, cohorts of K-‐3 African American and Hispanic students and their parents participated in eight 3-‐hour workshops comprised of student/parent sessions of hands-on science and engineering activities as well asseparate parent awareness and development sessions in STEM education and technology skilldevelopment. The aim of this program has been to increase the participation of underrepresented groups in thescience, technology, engineering, and mathematics (STEM) fields by attending to students earlyin the educational process. To accomplish this, the program has been guided by the followinggoals: to increase the knowledge, skills, and interest of K–3 students from underrepresentedpopulation groups in STEM fields; to increase parents’ knowledge and skills in science andengineering and their capacity to support their children in pursuing education and careers in thesefields; and to increase the effectiveness of teachers in engaging students and parents in theSaturday science-related learning activities.Mixed methods research methodology has been used to measure the program’s contribution tothe advancement of the program goals. Learning, motivational, and efficacy outcomes have beenmeasured with pre and post student, teacher and parent survey instruments. This program hasincorporated major findings of more than 10-years of research that suggests that improvingchildren’s academic outcomes are much more effective when the family is actively engaged.This program has offered opportunities for parents to work along side their children; providedstrategies promoting positive parental/child engagement; and provided ongoing training andprofessional development for project teachers. Young minority children have been exposed toAfrican American, Latino, and women scientists and engineers through personal contact atspecial events, and via a featured program website section.Preliminary evaluation findings based on pre and post surveys, interviews, and observationaldata will be presented that indicate this program is helping parents and students persist in theprogram for multiple years and is motivating positive changes in student content understandingand career motivation.
Ortiz, A. M. (2014, June), A Comprehensive Model for Motivating and Preparing Under-represented Students, Educators and Parents in Science, Engineering, and Technology Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/19928
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