New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Pre-College Engineering Education Division
There is a constant need to recruit more students into college engineering programs, as underrepresented students still enter and remain in engineering programs at lower rates, thus impacting the engineering workforce. A large public university implemented a service learning project-based curriculum for engineering undergraduates, Engineering Projects in Community Service (EPICS). EPICS High is a course that uses service-learning to teach high school students design and engineering while benefitting their local communities as they apply their knowledge and skills in context. In order to assess how students change from participating in EPICS High, an instrument based in Social Career Cognitive Theory was developed to assess change in self-efficacy, outcome expectations, and personal interest in high school students who participated in the EPICS High program. It was comprised of survey questions and open-ended responses. This paper presents the results from the analysis of two of the open-ended questions after the instrument pilot administration over 2 years across 11 states. We present its findings confident that it will inform other current programs and inspire the formation of new programs for the precollege populations that intend to increase self-efficacy, impact outcome expectations, and trigger personal interest.
Jones, T. R., & Trusedell, J. M., & Oakes, W. C., & Cardella, M. E. (2016, June), Measuring the Impact of Service-Learning Projects in Engineering: High School Students' Perspectives Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25705
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