Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students

Jesika Monet McDaniel; Cynthia Hampton; Kim Lester

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Conference: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: Arlington, Virginia
Publication Date: February 25, 2024
Start Date: February 25, 2024
End Date: February 27, 2024
Conference Session: Track 4: Technical Session 3: Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students
Tagged Topics: Diversity and CoNECD Paper Sessions
Page Count: 11
DOI: 10.18260/1-2--45437
Permanent URL: https://peer.asee.org/45437
Download Count: 81

Paper Authors

biography

Jesika Monet McDaniel Virginia Tech Department of Engineering Education

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Jesika is an accomplished graduate of Virginia Tech, holding degrees from both the College of Engineering and the School of Education. Her passion for education led her to become a dedicated K-12 STEM Educator. In this role, Jesika is committed to introducing and inspiring students from diverse backgrounds and cultures to the intricacies of STEM (Science, Technology, Engineering, and Mathematics).

With a specific focus on encouraging underrepresented students, Jesika has been actively involved in developing and implementing curriculum. Her innovative approach aims to cultivate a love for STEM subjects and motivate students to pursue higher education in these fields. Over the past five years, Jesika has played a pivotal role in directing various summer enrichment programs designed to provide students with hands-on experiences and valuable insights into the world of STEM.

Jesika's work is not just about imparting knowledge; it's about fostering a sense of curiosity and empowerment in her students. Through her dedication and contributions, she continues to make a meaningful impact on the next generation of STEM enthusiasts, particularly those who may not traditionally have had access to such opportunities.

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biography

Cynthia Hampton Ph.D. Virginia Polytechnic Institute and State University orcid.org/0000-0001-8329-6465

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Cynthia Hampton (she/her) is a postdoctoral research fellow with the Center for the Enhancement of Engineering Diversity (CEED) at Virginia Tech. She has done work as a transformational change postdoctoral research associate with the University of Colorado at Boulder. Her research and practice spans student intervention programs, faculty agency, evaluation, grant-writing, and facilitation of change initiatives.

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biography

Kim Lester Virginia Polytechnic Institute and State University

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Dr.Lester serves as the Coordinator of Pre-College Programs at Virginia Tech's Center for the Enhancement of Engineering Diversity. She also worked as a global engagement specialist in the Office of Global Engineering Engagement and Research at Virginia T

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Abstract

[pre-college, race/ethnicity, gender, broadening participation in engineering and engineering technology] The purpose of this paper proposal is to present considerations of a preliminary program evaluation of a two-week summer, residential, program for rising junior and senior high school students who identify as African-American or Black. This program offers an opportunity to explore engineering at a high-research university, while also learning about college life. Living in a residence hall, connecting with faculty, and working on an industry-sponsored design project are facets of the program. The coordinators of the program were intentional about the need for culturally responsive activities, training, and opportunities that related to African-American/Black culture and experience. Intentional events focused around music, sports and cultural community engagement activities. Wellness workshops were integrated to highlight important topics such as imposter syndrome, financial literacy, and mental health. The students were also exposed to collegiate level organizations such as the National Society of Black Engineers (NSBE), Society of Women Engineers (SWE), Black Student Alliance (BSA) which are in place to provide African-American and Black students with social and professional opportunities. Along with the intended outcomes of the program, those that are outside of stated outcomes can occur that lead to additional considerations which impact the experience of program participants. Because the structural components of the program were based on a pre-existing summer program for women, it was critical to explore necessary changes to the program based on feedback and the expertise of one of the coordinators’ expertise as a STEM high school educator. The authors present a plan for program evaluation and tracking, lessons learned, and future directions. Particularly, a logic model and needs analysis led by the coordinator to address such issues as the need for increasing recruitment in the program for women and insight in identifying students in the classroom environment who are ideal participants. Additionally, identifying outcomes that extend past the summer experience that may arise and be identified through relationships with K-12 educators as outcomes that have impacted interest and efficacy for attending college and engagement in STEM subject matter. This paper aids in the exploration of how the residential summer experience had unintended outcomes based on participant feedback, in the form of focus groups and pre/post survey methods, as well as considerations for the lost years of the pandemic. This program offers an opportunity to explore the many facets of engineering. However, a multicultural perspective places emphasis on Black identity and community building. Participants’ lived experiences varied greatly across factors of high school type, academic history, geographic region, and college attendance of family. The students interacted in this space and were able to understand and relate to each other regardless of their academic differences. During the two weeks of the program, students participated in numerous activities with the goal of exposure to a faculty, student, and professional network. This paper is a stepping stone for further program evaluation that serves the voices of the participants involved.

Citation
Format

McDaniel, J. M., & Hampton, C., & Lester, K. (2024, February), Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45437

TY - CPAPER
AB - [pre-college, race/ethnicity, gender, broadening participation in engineering and engineering technology]
The purpose of this paper proposal is to present considerations of a preliminary program evaluation of a two-week summer, residential, program for rising junior and senior high school students who identify as African-American or Black. This program offers an opportunity to explore engineering at a high-research university, while also learning about college life. Living in a residence hall, connecting with faculty, and working on an industry-sponsored design project are facets of the program.
The coordinators of the program were intentional about the need for culturally responsive activities, training, and opportunities that related to African-American/Black culture and experience. Intentional events focused around music, sports and cultural community engagement activities. Wellness workshops were integrated to highlight important topics such as imposter syndrome, financial literacy, and mental health. The students were also exposed to collegiate level organizations such as the National Society of Black Engineers (NSBE), Society of Women Engineers (SWE), Black Student Alliance (BSA) which are in place to provide African-American and Black students with social and professional opportunities.
Along with the intended outcomes of the program, those that are outside of stated outcomes can occur that lead to additional considerations which impact the experience of program participants. Because the structural components of the program were based on a pre-existing summer program for women, it was critical to explore necessary changes to the program based on feedback and the expertise of one of the coordinators’ expertise as a STEM high school educator.
The authors present a plan for program evaluation and tracking, lessons learned, and future directions. Particularly, a logic model and needs analysis led by the coordinator to address such issues as the need for increasing recruitment in the program for women and insight in identifying students in the classroom environment who are ideal participants. Additionally, identifying outcomes that extend past the summer experience that may arise and be identified through relationships with K-12 educators as outcomes that have impacted interest and efficacy for attending college and engagement in STEM subject matter. This paper aids in the exploration of how the residential summer experience had unintended outcomes based on participant feedback, in the form of focus groups and pre/post survey methods, as well as considerations for the lost years of the pandemic.
This program offers an opportunity to explore the many facets of engineering. However, a multicultural perspective places emphasis on Black identity and community building. Participants’ lived experiences varied greatly across factors of high school type, academic history, geographic region, and college attendance of family. The students interacted in this space and were able to understand and relate to each other regardless of their academic differences. During the two weeks of the program, students participated in numerous activities with the goal of exposure to a faculty, student, and professional network. This paper is a stepping stone for further program evaluation that serves the voices of the participants involved.

AU - Jesika Monet McDaniel
AU - Cynthia Hampton Ph.D.
AU - Kim Lester
CY - Arlington, Virginia
DA - 2024/02/25
PB - ASEE Conferences
TI - Considerations for assessment, evaluation, and continuous improvement of a pre-college STEM summer program for promising Black high school students
UR - https://peer.asee.org/45437
DO - 10.18260/1-2--45437
ER -