June 23, 2013
June 23, 2013
June 26, 2013
K-12 & Pre-College Engineering
23.689.1 - 23.689.17
Long-Term Impact of TEAMS Clubs: An Afterschool Engineering Enrichment Program that Impacts K-12 Students and Teachers and College Student LeadersMany examples of university engineering education programs designed to impact K-12 studentlearning, K-12 teacher development, and K-12 student access are described in the literature.Unfortunately, many of these programs do not report long-term engagement with students inconjunction with rigorous assessment of student outcomes. There is a need to better determinethe outcome of evolving STEM instruction in K-12 schools and the best practices forimplementation.This paper discusses a successful model for a weekly afterschool engineering enrichmentprogram that has been running for 10-years. Named the TEAMS clubs, they are taught byundergraduate engineering students at a Large Public University, using exciting, hands-onactivities that allow students to learn first-hand that engineering is creative and explorative. TheTEAMS clubs are widely popular, oftentimes with more students interested in participating thanthere is space—leaving many students on a participation waitlist at some of the schools. Themajority of the elementary students in these extra-curricular experiences are concurrentlyengaged in engineering learning opportunities during an in-class, academic-year NSF-fundedGK-12 program. To supplement the in-class program goals, the after-school TEAMS Clubs alsoseek to expand the knowledge of and exposure to various engineering careers.While program assessment has been at the core of these clubs since their inception, the impactsof the TEAMS Clubs have not been previously reported in the literature. To understand theperceptions of their continual and frequent exposure to engineering, pre/post 3rd-5th gradestudents’ engineering attitudes are assessed for students in nine elementary schools in localpartner schools. Teacher and TEAMS Club leader impact is also discussed, supporting the theorythat the clubs have a much broader effect than just the students themselves. Additionally, detailsare provided on how schools across the nation can replicate and implement the modelsuccessfully, with minimal funding and maximum impact. The TeachEngineering digital library,also an NSF-funded program, is revealed as a primary source for TEAMS Clubs activities.
Yowell, J. L., & Zarske, M. S., & Knight, D., & Sullivan, J. F. (2013, June), Impact of TEAMS Clubs: An Afterschool Engineering Enrichment Program that Impacts K-12 Students and College Student Leaders Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19703
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