Hammack, R. J., & Lux, N., & Gannon, P., & Hacker, D. J., & Lameres, B. J., & Boz, T. (2023, June), Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42685

\bibitem{asee_peer_42685}
  Hammack, R. J., \& Lux, N., \& Gannon, P., \& Hacker, D. J., \& Lameres, B. J., \& Boz, T. (2023, June), \emph{Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42685

Rebekah J Hammack, Nicholas Lux Lux, Paul Gannon, Douglas J Hacker, Brock J. Lameres, and Tugba Boz.  "Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42685 Internet.  29 Jun, 2024

\bibitem{asee_peer_42685}
  Rebekah J Hammack, Nicholas Lux Lux, Paul Gannon, Douglas J Hacker, Brock J. Lameres, and Tugba Boz.
  "Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42685 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_42685
author = "Rebekah J Hammack, Nicholas Lux Lux, Paul Gannon, Douglas J Hacker, Brock J. Lameres, and Tugba Boz"
title = "Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42685}
number = {10.18260/1-2--42685}
}

TY  - CPAPER
AB  - This paper will present work conducted under NSF’s RFE program. The overall goal of the project is to increase elementary students’ awareness of and interest for engineering careers. This paper will share findings form one participating school during year 3 of the project. Participants included 20 4th grade students attending a public elementary school in a small town in the US mountain west and 23 4th and 5th grade students attending an elementary school located on a Native American reservation. During the project, students were engaged in completing an engineering design activity that was designed to address a local problem and were visited by numerous STEM professionals. To assess the impact of the project on students’ awareness of and interest in engineering-related careers, students were given a pre/post assessment consisting of the Students Attitudes towards STEM (S-STEM) survey (Friday Institute, 2012) and the Engineering Identity Development Scale (Capobianco et al., 2012).
	Mean scores of S-STEM survey data indicated that from pre to post assessment, non-reservation students showed increases in attitudes attitudes towards engineering & technology and increase in their feelings of being valued in school and their conceptual understanding of engineering; however, there was a slight decrease in students’ aspirations to become engineers. This indicates that participating students developed a better understanding of engineering careers, but this new understanding did not translate into an increase in aspiration for a career in engineering. There were no significant increases on any of the assessments for the reservation students, however observational data suggests programmatic impact. Further research is needed to identify the best ways to identify programmatic impacts when working with Indigenous communities.

AU  - Rebekah J Hammack
AU  - Nicholas Lux Lux
AU  - Paul Gannon
AU  - Douglas J Hacker
AU  - Brock J. Lameres
AU  - Tugba Boz
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 242: Connecting Classroom Curriculum to Local Contexts to Enhance Engineering Awareness In Elementary Youth
UR  - https://peer.asee.org/42685
DO  - 10.18260/1-2--42685
ER  -