July 26, 2021
July 26, 2021
July 19, 2022
Liberal Education/Engineering & Society, Community Engagement Division, and Equity, Culture & Social Justice in Education
Traditionally, tools or scales have been developed through a process involving a review of the literature on current instruments, expert consultation, and conversations with target groups. While it is an established approach, it does not include the ideas of the STEM community as a whole who are engaged in improving the STEM pipeline. How does one develop a tool that mirrors the diverse perspectives of stakeholders who are uniquely positioned to influence and support students in STEM? The answer lies with the community-based participatory mixed methods methodology of concept mapping that was developed by William Trochim at Cornell University. Concept mapping methodology innovatively engages the stakeholders through participation from outreach to consultation to collaboration through a shared leadership. This methodology integrates qualitative and quantitative approaches in a multi-step democratic process of community engagement and participation through research. This traditional research paper presents the application of this five-step concept mapping methodology to develop the Attitude and Persistence Towards STEM (APT-STEM) tool. The primary objective of this paper is to present an innovative methodology to develop scales through the participatory framework by involving the voices and unique experiences of a STEM community of stakeholders (e.g., students, parents, teachers, researchers, educators, and professionals) as part of the research process to conceptualize the constructs using both quantitative and qualitative methods. While not the focus of this paper, we will also briefly present the validation of this tool for use with secondary and pre-secondary students and an updated version for first-year engineering students in a calculus-based introductory physics class using item response theory. In addition to the methodological (concept mapping for scale development) and theoretical implications (participatory framework) of this study, its practical implications include examining the efficacy of STEM education programs in cultivating specific attitudes and persistence traits as conceptualized by the STEM community.
Sunny, C. E., & Koenig, K. (2021, July), Collaboration Through Participation: Rethinking Scale Conceptualization and Development in STEM Education Research Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36806
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015