Board 165: Evaluation of an Introductory Computational Thinking Summer Program for Middle School to Identify the Effects of Authentic Engineering Experiences (Work in Progress)

Krista Dulany Chisholm; Olivia Lancaster; Nancy Ruzycki

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Tagged Division: Pre-College Engineering Education Division (PCEE)
Page Count: 8
DOI: 10.18260/1-2--42517
Permanent URL: https://peer.asee.org/42517
Download Count: 116

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Paper Authors

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Krista Dulany Chisholm University of Florida

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Dr. Krista Chisholm is a Research Assistant Scientist working for the EQuIPD grant at the University of Florida. She currently manages the development and deployment of the Goldberg Gator Engineering Explorers Summer Program in school districts across Florida. She was previously the Lead Instructional Specialist on the EQuIPD grant coaching K-12 teachers in Florida. Dr. Chisholm excels in using a system thinking approach to support teachers and develop professional learning experiences around creating conceptual models, designing coaching systems, developing frameworks and lessons, and preparing professional development. Her research interests include STEM education, system thinking, conceptual modeling, and coaching.

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Olivia Lancaster

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Nancy Ruzycki University of Florida orcid.org/0000-0001-7516-2985

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Dr. Nancy Ruzycki is an Instructional Associate Professor, Director of Undergraduate Laboratories, and the Principal Investigator on the EQuIPD Grant at the University of Florida within the Department of Materials Science and Engineering in the Herbert Wertheim College of Engineering. She has received over 7 million dollars in funding for her work. Her research is focused on engineering education and the use of models, process maps, and system thinking in teaching. Dr. Nancy Ruzycki holds a Ph.D. in Physics from Tulane University, is a certified teacher, and holds National Board Certification in Physics. She is a “Modeler” and has trained at Florida International University for Modeling Physics.

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Abstract

Experiences and opportunities in computer science allow students to build positive associations with STEM and STEM careers. There is a need to provide students with opportunities in computational and design thinking at a young age to increase interest and engagement in the computer science field. The Goldberg Gator Engineering Explorers (GGEE) is a donor-funded summer program designed to provide no-cost computer science-based experiences to underrepresented middle school students to support the K-12 pipeline. The 2022 GGEE program was held in six school districts across Florida and hosted over 110 students in 8 program sessions. The programs were four full-day or eight half-day sessions, depending on the district’s summer schedule. The program engaged students in computer science through computational thinking, programming, design thinking, and real-world engineering experiences using micro:bit microcontrollers. K-12 lead teachers and undergraduate student mentors were trained and upskilled in the program materials to facilitate sessions and broaden their programming experience.

During the program, students completed activities to understand computational thinking, how computers work, the micro:bit, and the MakeCode programming environment. [1], [2] These activities introduced basic programming skills through simple projects that grew to students designing a rock paper scissors game and a light intensity meter to explore the relationship between distance and light intensity. Students then participated in two design-based challenges. A creative challenge: designing a micro:bit pet for a partner, and a technical challenge: creating a solution to an industry problem to expand and apply programming skills and engineering design.

The program assessment was designed to study the motivation and identity of students toward science and engineering. Assessment for technology has challenges, as some attributes of science and engineering may demotivate students. The GGEE program collected qualitative and quantitative data from student interviews, observations, surveys, and school district student data, and IRBs were obtained at the university and district levels. Students completed surveys before the camp started, at the end of each day, and at the end of the program. Students rated feelings about activities they completed – confidence, enjoyment, interest, and difficulty, identity as an engineer or scientist, application of the activities in school and future careers, and rating their coding ability. Students were interviewed to describe their camp experience, what they found challenging, what they learned, and why they decided to attend the camp. A longitudinal assessment will study the influence of the student’s demographic data, summer program experience, motivation for computational thinking and design thinking on grades and course enrollment. Multiple regression analysis was used to determine the significant predictors of grades and course enrollment and if the summer program experience moderates the effect as predictors of grades and course type enrollment.

Citation
Format

Chisholm, K. D., & Lancaster, O., & Ruzycki, N. (2023, June), Board 165: Evaluation of an Introductory Computational Thinking Summer Program for Middle School to Identify the Effects of Authentic Engineering Experiences (Work in Progress) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42517

TY - CPAPER
AB - Experiences and opportunities in computer science allow students to build positive associations with STEM and STEM careers. There is a need to provide students with opportunities in computational and design thinking at a young age to increase interest and engagement in the computer science field. The Goldberg Gator Engineering Explorers (GGEE) is a donor-funded summer program designed to provide no-cost computer science-based experiences to underrepresented middle school students to support the K-12 pipeline. The 2022 GGEE program was held in six school districts across Florida and hosted over 110 students in 8 program sessions. The programs were four full-day or eight half-day sessions, depending on the district’s summer schedule. The program engaged students in computer science through computational thinking, programming, design thinking, and real-world engineering experiences using micro:bit microcontrollers. K-12 lead teachers and undergraduate student mentors were trained and upskilled in the program materials to facilitate sessions and broaden their programming experience.

During the program, students completed activities to understand computational thinking, how computers work, the micro:bit, and the MakeCode programming environment. [1], [2] These activities introduced basic programming skills through simple projects that grew to students designing a rock paper scissors game and a light intensity meter to explore the relationship between distance and light intensity. Students then participated in two design-based challenges. A creative challenge: designing a micro:bit pet for a partner, and a technical challenge: creating a solution to an industry problem to expand and apply programming skills and engineering design.

The program assessment was designed to study the motivation and identity of students toward science and engineering. Assessment for technology has challenges, as some attributes of science and engineering may demotivate students. The GGEE program collected qualitative and quantitative data from student interviews, observations, surveys, and school district student data, and IRBs were obtained at the university and district levels. Students completed surveys before the camp started, at the end of each day, and at the end of the program. Students rated feelings about activities they completed – confidence, enjoyment, interest, and difficulty, identity as an engineer or scientist, application of the activities in school and future careers, and rating their coding ability. Students were interviewed to describe their camp experience, what they found challenging, what they learned, and why they decided to attend the camp. A longitudinal assessment will study the influence of the student’s demographic data, summer program experience, motivation for computational thinking and design thinking on grades and course enrollment. Multiple regression analysis was used to determine the significant predictors of grades and course enrollment and if the summer program experience moderates the effect as predictors of grades and course type enrollment.
AU - Krista Dulany Chisholm
AU - Olivia Lancaster
AU - Nancy Ruzycki
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Board 165: Evaluation of an Introductory Computational Thinking Summer Program for Middle School to Identify the Effects of Authentic Engineering Experiences (Work in Progress)
UR - https://peer.asee.org/42517
DO - 10.18260/1-2--42517
ER -