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Board # 89 : A Preliminary Evaluation of the Tulane Science Scholars Summer Program through Quantitative and Qualitative Self-assessment (Work in Progress)

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-college Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education Division

Page Count

6

Permanent URL

https://peer.asee.org/27948

Download Count

74

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Paper Authors

biography

Katherine Nicole Elfer Tulane University Orcid 16x16 orcid.org/0000-0002-7089-0534

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Kate Elfer is a Ph.D. Candidate in Biomedical Engineering at Tulane University. She received an internal fellowship for community engagement and works year-round to promote STEM education. She is also on the board of two New Orleans STEM Education non-profits. After graduation, she will seek positions that allow her to continue mentoring and teaching STEM at all education levels.

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Abstract

The Tulane Science Scholars Program (TSSP) is selective program for high-performing high school students in the sciences, engineering, or mathematics. The TSSP summer opportunity allows students to live on Tulane University’s campus and take introductory, accelerated, college-level STEM courses for Tulane University credit. In the past few years, the program has dramatically expanded in the number of applicants, enrollees, and courses offered. Until the Summer 2016, all information on the impact of the program among students was evaluated via grades, qualitative questionnaires, or unsolicited feedback.

In order to evaluate the impact that TSSP is having on its students, a pilot study was conducted with the 2016 TSSP summer cohort in order to test a self-assessment survey developed for the program. A pre-course and post-course survey was provided in class before the first and final lesson of the course. Students were asked to provide information on prior exposure to STEM role models, college plans, qualitative answers on the both the course and extracurricular activities, and a likert-scale self-assessment of college preparedness, comfort in a college-level STEM courses, and anticipated future in a STEM major or career.

A total of 95 surveys were evaluated from students entering 9th-11th grade the coming fall from 8 lab-based courses, which were offered in two-three week sessions over a total five-week period. The results of the both the pilot study and proposed modifications on its design and implementation are presented.

Elfer, K. N. (2017, June), Board # 89 : A Preliminary Evaluation of the Tulane Science Scholars Summer Program through Quantitative and Qualitative Self-assessment (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27948

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